Lumbung Pustaka UNY: No conditions. Results ordered -Date Deposited. 2024-11-03T03:38:19ZEPrintshttp://eprints.uny.ac.id/apw_template/images/sitelogo.pnghttp://eprints.uny.ac.id/2014-11-12T12:14:03Z2014-11-12T12:14:03Zhttp://eprints.uny.ac.id/id/eprint/11600This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/116002014-11-12T12:14:03ZTHE DEVELOPMENT OF DIGITAL ASSESSMENT BLOOM AS
ASSESSMENT TOOLS IN JUNIOR HIGH SCHOOLThe fast and accurate advancement of information and communication
demand every education board to be always innovative in developing either the
curriculum or the learning models and the assessment tools with which the quality of
education could move forward competing with other countries. Hence, the issue of
evaluation tools in digital form becomes a noticeable topic. In fact, based on the
researcher experience at schools, most of evaluation tools provided still in a paper
and pencil test form and do not consider the level of Bloom taxonomy much.
Therefore, the researcher is encouraged to conduct this research on the designing of
Digital Assessment Bloom (DAB) by using design model of Thiagarajan 4D which
consists of: (1) define stage (pre-post analysis, students analysis, task analysis,
concept analysis and learning indicator formulation), (2) design stage (media
election, format election, and initial design), (3) develop stage (expert appraisal and
limited trial test), and (4) disseminate stage. Nevertheless, in this research, the stages
only proceed until develop stage with limited trial test. The analysis of the DAB
problem items consists of 4 components, they are: (1) problem difficulty degree, (2)
discriminating power of the problem, (3) validity of the problem, and (4) reli ability
of the problem. From the research, the problem difficulty degree is 16.7% which is
considered as a hard category with very high reliability coeffisien. Meanwhile, 12.5
% of the problems have a very good discrimating power and 37.5% of the problems
have a good validity. The positive responses of the students involved in the limited
trial test suggest that they are interested in using DAB in doing mathematical tasks.
Therefore, this DAB have fullfilled valid, reliable, and practical criteria.Sari Yurizka2014-11-12T12:14:03Z2014-11-12T12:14:03Zhttp://eprints.uny.ac.id/id/eprint/11601This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/116012014-11-12T12:14:03ZSTUDENT PERCEPTIONS, PRINCIPAL ASSESMENT, AND OBSERVATIONS
OF TEACHER PERFORMANCEIt's important to know the teacher’s performance, because the teacher is implementing
cutting edge of education.This research aims to describe the performance of mathematics
teacher at junior high school in Pekanbaru. Total population was approximately 500
teachers and samples taken was 10 % of the population is 50 people. The results of the
research show the followings performance of the teacher, (1) from observation, learning
process was categorirized good (76,35%),(2) From principal assesment was categorized
good (84,82%), (3) From perception of student, was categorized good (80,48%). The
conclusions show that the performance of teacher mathematics at junior high school in
Pekanbaru was categorized good (80,55%).Zetriuslita ZetriuslitaAthar Gadis2014-11-12T12:14:02Z2014-11-12T12:14:02Zhttp://eprints.uny.ac.id/id/eprint/11597This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115972014-11-12T12:14:02ZDESIGN OF MATHEMATIC LEARNING BASED ON
COGNITIVE STYLECognitive style is an individual characteristic in terms of feeling, remembering,
organizing, processing, and solving the problems. This paper aims to describe the
design mathematic learning based on particular cognitive style reflective vs
impulsive. Cognitive styles tend to be fixed on the child, so that the learning is more
effective when the learning designed based on cognitive styles. To design the
learning will be used method development of Plomp (1997), which consists of five
phases, namely: (1) the initial assessment phase, (2) the design phase, (3) the
realization /construction phase, (4) test, evaluation and revision phase, and (5) the
implementation phase. The result showed that the syntax of the mathematic learning
based cognitive styles as follows: (a) introduction, (b) present information, (c)
Organize students in groups based on cognitive styles, (d) lead the discussion and
presentation, (e) problem-solving exercises, and (f) close/evaluation. Furthermore,
to assess the quality of mathematics learning design based on cognitive style used
criteria of Nieveen (1999), among others the validity , practicality, and effectivenessWarli WarliFadiana Mu’jizatin2014-11-12T12:14:02Z2014-11-12T12:14:02Zhttp://eprints.uny.ac.id/id/eprint/11598This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115982014-11-12T12:14:02ZTHE USE OF LOCAL CONTEXT IN DESIGNING LEARNING ACTIVITIES
FOR MATHEMATICS TEACHING IN ELEMENTARY SCHOOLThe new curriculum named “Kurikulum 2013” has been used from Elementary
to Senior Highschool in Indonesia since the year of 2013. A significant change
that occurs is the use of scientific approach in learning where students have to
observing , questioning, experimenting, associating and networking. One of the
recommended learning model is a model of problem-based learning where
students are expected to find the concept by working through a particular
problem. However, the main problem for the teacher in using this model is
difficulty in designing problem scenario. The goal of this reasearch is to
develop mathematics instructional material for elementary school by using local
context such as folk game and tradition. The study begin by analyzing the
contents of mathematical thinking in various folkloric traditions and the game in
Riau . On the basis of mathematical ideas found in each game and tradition
researcher design learning activities to be used in mathematics class. The
product of this study are students book of mathematics that can be used in
addition to the books published by the government in the implementation of the
curriculum in 2013 . In the process of these book has been tested at elementary
school that will use it. These book facilitate elementary student in mathematics
class in observing, questioning, experimentating, associating and networking as
recomended in implementing new curriculum.Roza YenitaSiregar SyarifahSolfitri Titi2014-11-12T12:14:02Z2014-11-12T12:14:02Zhttp://eprints.uny.ac.id/id/eprint/11599This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115992014-11-12T12:14:02ZTHE INFLUENCE OF BLENDED LEARNING, LEARNING STYLES AGAINST
UNDERSTANDING MATH CONCEPTSImplementation of math courses in economics , aims to strengthen the foundation of
a student as a basis for other courses such as microeconomics, macroeconomics,
research methods, statistics, and others. The results of observations conducted
research shows there are many students who are weak in the ability of understanding
the concept even though the student has to take math courses . To overcome these
problems required the efforts to improve the quality of learning , one of which is to
apply appropriate instructional strategies to student characteristics such as learning
style . Learning strategies that can bridge the above problems one of which is a
blended learning instructional strategies . This study aimed to examine ( 1 ) the
influence of blended learning instructional strategies on the ability of understanding
the concept of matter , especially a linear function , ( 2 ) differences in student
learning outcomes based on learning styles , and ( 3 ) the effect of the interaction
between learning strategies and learning styles blended learning to the understanding
of the concept linear function of the material .
The conclusion of this study were (1) no significant difference in the
ability of understanding mathematical concepts between classes with
individual learning strategies blended learning and classroom learning
with blended learning strategy group, (2) there are significant
differences in the ability of understanding mathematical concepts
among students who have learning styles of students who have FI and
FD learning styles, and (3) there is an interaction between individual
learning strategies blended learning and group learning strategies,
learning styles on the ability of understanding mathematical concepts.Azis YuniaSusanti Sussy2014-11-12T12:14:01Z2014-11-12T12:14:01Zhttp://eprints.uny.ac.id/id/eprint/11594This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115942014-11-12T12:14:01ZBILINGUAL IN CALCULUS CLASS,
INTRODUCING STRATEGY TO CONDUCT BILINGUAL CLASSROOM IN
MATHEMATICSThe use of English in mathematics and science classroom had been an issue in the
recent years. Although legal implementation of such classroom had been diminished
in public school, the challenge to conduct bilingual mathematics and science
classroom may still emerge in the future. First year students of mathematics
education program had calculus in Bahasa and English. As the Faculty aware that
the implementation of reaching International standard should still an important issue,
the bilingual classroom is still open. However, conducting bilingual classroom has
never been an easy task to do. Since 2009, students of Calculus class showed their
engagement within the Calculus topic which is delivered in English were vary.
Several strategies in conducting the lesson were applied to promote students’
understanding to Calculus and resulted in different ways. This paper will
demonstrate that not only the language that had been used in the classroom make
some differences, the strategies that applied within the language would also took
part to bring the different. Based on qualitative approach, the study might become a
powerful insight for any mathematics teacher who conduct mathematics classroom
in bilingual.Narfanti Tutuk2014-11-12T12:14:01Z2014-11-12T12:14:01Zhttp://eprints.uny.ac.id/id/eprint/11595This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115952014-11-12T12:14:01ZTHE PROFILE OF STUDENTS’ METACOGNITION IN LEARNING THROUGH
REALISTIC MATHEMATICS EDUCATIONThis was qualitative research. The research objectives were to reveal the profile of
Junior Secondary Schools students’ metacognition at Makassar within a learning
through realistic mathematics education involving metacognition. The research
results were as follows. Within the realistic mathematics instruction, the first step
was to understand the contextual problems; the second step was to solve the
contextual problems; the third step was to discuss and compare the solution of the
contextual problems; and the fourth step was to conclude the solution of the
contextual problems. The research results showed that: (1) Within the first step, the
subject C19, C21, C27, and C29 applied their predicting, planning, and monitoring
skills; the subject C25 applied their planning and monitoring skills; the subject C26
applied their planning skills. (2) Within the second step, the subject C19, C21, C25,
C27, and C29 applied their declarative, procedural, and conditional knowledge, as
well as their monitoring skills; the subject C26 applied his procedural and
conditional knowledge. (3) Within the third step, the subject C19 applied their
declarative, procedural, and conditional knowledge, as well as his monitoring skills;
the subject C21 and C27 applied their evaluation skill; while the subject C25, C26,
and C29 did not apply their metacognitive knowledge and skill. Meanwhile, (4)
Within the fourth step, the subject C19, C27, C21, and C29 applied their evaluation
skill; the subject C25 and C26 did not apply their metacognitive knowledge and
skillMulbar Usman2014-11-12T12:14:01Z2014-11-12T12:14:01Zhttp://eprints.uny.ac.id/id/eprint/11596This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115962014-11-12T12:14:01ZTHE IMPLEMENTATION OF MEAs INSTRUCTION TO STUDENTS’
MATHEMATICS PROBLEM SOLVING AND CONNECTING ABILITYThis study is a part of research report entitled “Developing Senior High Students’
Mathematic Power and Emotional Intelligence and Their Retention by MEAs
Instruction”. This study is an experiment applying pretest-posttest group design
which aims at analyzing the effect of MEAs instruction towards senior high
students’ mathematics problem solving and connecting ability. Besides, this research
is also expected to be able to improve their mathematics problem solving and
connecting ability. The population is all eleventh graders of senior high schools in
Cimahi, while the sample is purposively chosen from two senior high schools in
Cimahi and randomly selected from existing grade XI. Then they are randomly
selected to become experiment group and control group. Based on the result, it can
be concluded that: (1) students’ problem solving ability with MEAs instruction is
better than those with conventional instruction. Both classes’ ability is Fair. (2)
Students’ connecting ability with MEAs instruction is better than those with
conventional instruction. The ability of experiment class is Good; while control
group is Fair. (3) There is a fairly strong level of association between students’
problem solving and connecting abilitiesHidayat Wahyu2014-11-12T12:14:00Z2014-11-12T12:14:00Zhttp://eprints.uny.ac.id/id/eprint/11593This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115932014-11-12T12:14:00ZDEVELOPING TEACHER PERFORMANCES TO IMPROVING STUDENTS
CREATIVE THINKING CAPABILITIES IN MATHEMATICSTeacher performances to improving students creative thinking is still weakness. The
research report finds out those 130 elementary teachers could not impress and direct
students developing students’ creative thinking. Therefore, it is needed a strategy to
develop teacher professional intensively. The purposes of this research were to
describe mathematics teachers in developing learning strategy that improving
student’s creative thinking and to figure out capabilities of teachers’ creative
thinking and abilities to planning and implementing the teaching model of
mathematical problem solving and problem posing. Participants of this research
were six elementary school teachers at the third, fourth, and sixth grades
respectively two schools at Sidoarjo. The results points out those teachers have good
level of creative thinking in solving and posing a problem and the y could design and
implement their planning using model of solving and posing problems.SISWONO Tatag2014-11-12T12:13:59Z2014-11-12T12:13:59Zhttp://eprints.uny.ac.id/id/eprint/11592This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115922014-11-12T12:13:59ZCONJECTURING VIA ANALOGICAL REASONING TO EXPLORE
CRITICAL THINKINGCritical thinking is one of the higher-order thinking. Higher order thinking, expected
of students. While analogical reasoning is believed to be an efficient way to solve
the problem and the construction of new mathematical knowledge. Exploratory
qualitative research facilitate conjecturing via analogical reasoning to explore
critical thinking in students. Reason: in general, the students have mastered a few
concepts that can be developed, for conjecture through analogical reasoning.
Students can construct new knowledge independently. Analysis of the construct of
knowledge and critical thinking processes, recommending to motivate students to do
the conjecture via analogical reasoning.Supratman Supratman2014-11-12T12:13:58Z2014-11-12T12:13:58Zhttp://eprints.uny.ac.id/id/eprint/11588This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115882014-11-12T12:13:58ZERROR ANALYSIS OF GUARDIANS STUDENT
IN UNDERSTANDING THE PROBLEM OF DIVERGENCEThe aim of this research to know the error of the guardiant student in understanding
the problem of divergence. This research used the qualitative descriptive. The
procedure of data collection was used by the Think Out Louds. Technically the
analysis of data that was used (1) studied all the datas that were gathered, (2) made
classification of the type of the identity of the student, (3) Study results the work of
student in understanding the problem of mathematics, (4) carried out the verif ication
from data. Whereas for the checking of the legality of the data used the level
credibility by using the triangulation technique. In this research could be concluded
that the student's error in resolving the problem in understanding the problem was
the habit, intepretasi the language, and symbolicWidodo Sri2014-11-12T12:13:58Z2014-11-12T12:13:58Zhttp://eprints.uny.ac.id/id/eprint/11591This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115912014-11-12T12:13:58ZTHE DEVELOPMENT OF A VIRTUAL MATHEMATICS TEACHING AID
BASED ON COGNITIVE LOAD THEORYManual mathematics teaching aids are available in all Mathematics Education
Laboratory in Indonesia. These aids are used to assist students in doing abstraction
and finding concepts and principals in mathematics. Because they are manual,
students need to work directly with the teaching aids. This activity makes sure that
the numbers of students are the same as the number of the aids. Moreover, the
manual teaching aids require many ingredients and variation, for instance the scale
and the things which want to weigh. Thus, mathematics teaching aids need to be
virtualized so that they become more interactive and practical in utilizing.
The development of a virtual mathematics teaching aid can be done by
conducting a developmental research (research and development) utilizing 4-D
Model consisting of define, design, develop, and disseminate phases. Those four D
in the 4D-Model are phases or syntaxes in developing virtual mathematics education
laboratory that will take 3 years. In the year 2013, three phases, define, design, and
develop, have been done.
The result acquired from the study is the prototype of a virtual mathematics
teaching aid used to rounding topic. It consist s of rounding to the nearest ones, tens,
and hundreds. The prototype of a virtual teaching aid applying a cognitive load
theory is called “Mari Menimbang”. In order to see the validity of the prototype
developed, it is assessed by three media experts and 10 practitioners. Those 10
practitioners are junior high school teachers with a lot of experiences in conducting
mathematics learning activities. The result of experts’ assessment to intrinsic
cognitive, extra cognitive, didactic term, construction term, and technical term is
3.17, 3.10, 3.17, 3.08, 3.40, 3.33, and 3.19 respectively and each of all falls into
good category. Meanwhile the result of practitioners’ assessment to those aspects is
3.73, 3.53, 3.58, 3.60, 3.54, 3.73, and 3.60 respectively and each of all falls into
good category. Over all, the expert assessment to the virtual mathematics education
laboratory is 3.19 which is good category while the practitioners give 3.6 which is
also included in good category. According to the second assessment from assessor
group to be concluded that the products resulted in this study are appropriate to be
tested in mathematics learning classrooms aiming at the practicability and the
efficiency. The trial is planned to be conducted in the second year of the study.Rosnawati SugimanRetnowati EndahRizkianto Ilham2014-11-12T12:13:57Z2014-11-12T12:13:57Zhttp://eprints.uny.ac.id/id/eprint/11587This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115872014-11-12T12:13:57ZPROVING PROCESS AND TYPES OF PROOFThe purpose of this paper is to examine the process of proving theorem or conjecture
in mathematics and the types of proofs which may be produced by students. Proving
is closely related to mathematics. Students are taught about proof since they are in
junior high school. However, there are many researches reveal that many students
lack of mathematical proving ability. Many teachers only focused on the product of
the proof than the process of proof. This make proving to be a little bit confusing for
students since they do not know how the process of proving. In this paper I will
discuss the steps of proving stated by some expert started by exploration of the
problem situation until formulation of formal proof. In addition to understand the
proving process, it is important for mathematics teachers or researchers to
understand the types of proofs produced by students in order to analyze development
of students proving ability. In this paper will be explained the types of proofs
including empirical proofs and ded uctive proofs.Anggraini Silvia2014-11-12T12:13:57Z2014-11-12T12:13:57Zhttp://eprints.uny.ac.id/id/eprint/11589This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115892014-11-12T12:13:57ZHIGH ORDER THINGKING SKILLS AND SELF REGULATED LEARNING OF JUNIOR
HIGH SCHOOL STUDENT IN BANDAR LAMPUNG CITYThe development of mathematics high order thinking skills (MHOTs) is currently
the main goal of learning mathematics. With these changes, the vision of school
mathematics more emphasis on achieving "mathematical proficiency" that requires
an integrated achievement of conceptual understanding, procedures fluency, strategic
competence, adapted reasoning, and productive disposition. It encourages teachers
to act more as a model, facilitator, trainer than as a conduit of information and
students act as an independent learner and has thinking skills. This study describes
MHOTs and self-regulated learning (SRL) of junior high school students in Bandar
Lampung city before following study using interactive media based on open-ended
problem. Based on the analysis of data, it is concluded that MHOTs and SRL of
students on high-rank school, middle-rank school, low-rank school, and all of
students before using interactive media based on open-ended problems are has
not met expectations. Therefore, it is necessary to develop a learning that can
improve the MHOTs and self-regulated learning of students.Noer Sri2014-11-12T12:13:57Z2014-11-12T12:13:57Zhttp://eprints.uny.ac.id/id/eprint/11590This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115902014-11-12T12:13:57ZCOGNITIVE PROCESSES OF ELEMENTARY SCHOOL STUDENTS IN
MATHEMATICAL INVESTIGATION BASED ON GENDER DIFFERENCEThe aim of this research is describing cognitive processes profile of
elementary school student in doing mathematical investigation. Cognitive processes
checked here cover three processes, that are (1) specialising, (2) conjecturing, (3)
justifying, and ( 4) generalising. Mathematical investigation studied in this research
load three phases, that are (1) entry, (2) attack, and (3) review. This research
represent explorative research with qualitative approach, that is exploring cognitive
processes of student do the mathematical investigation. Exploration through deep
interview base on the task. Research subject consist of two people, that is a men
student and a woman student with equivalent capable in mathematics. Result of
research indicate that woman student better than the men student. At entry phase,
both subject conduct it by reading problem just once, not repeating. While in attack
phase, all cognitive processes have been shown by both subject. At specislising
process, both students are done the same procedure. At conjecturing process, both
subjects doing similar step, nevertheless the woman subject has pattern conjecture
more effective. At justifying process, the woman student more regular in making
pattern. While at generalizing process, woman student is quicker and better in
making generalizing.Subarinah SriBudayasa ILukito Agung2014-11-12T12:13:56Z2014-11-12T12:13:56Zhttp://eprints.uny.ac.id/id/eprint/11584This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115842014-11-12T12:13:56ZIMPLEMENTATION OF COOPERATIVE LEARNING
WITH TALKING CHIPS TECHNIQUE ON SOLIDS MATERIALMathematics is one of important lesson for our life, so teachers have to use
correct way to teach mathematics. To make mathematics become meaningful and
students centered so teachers can use Cooperative Learning and Talking Chips
technique. The researcher conducted a research which aimed to know students’
activity, students’ activities during learning activities. This research is a descriptive
research. It had been done in SMP Negeri 3 Sidoarjo. This research had been done
for three times based on the lesson plan from researcher. Analysis data shows that
students’ activities categorized as active. The students’ achievement is about 93,94%
for complete students and 6,06% for incomplete studentsP. Rizky Oktaviana E.2014-11-12T12:13:56Z2014-11-12T12:13:56Zhttp://eprints.uny.ac.id/id/eprint/11585This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115852014-11-12T12:13:56ZTHE IMPLEMENTATION OF CONTEXTUAL MINI LABORATORY
APPROACH TO IMPROVE THE MATHEMATICAL UNDERSTANDING OF
STUDENTS IN MARGINAL SCHOOL PALM PLANTATION AREA KOTO
GASIB SUBDISTRIC, SIAK REGENCYThis study based of the facts that showed the mathematics learning in marginal
schools were still poor quality. Based on that facts, in order to distribute the
attendance of suitable and quality education evenly, than it needs the effort of
learning improvement in marginal schools which accord with their characteristics.
The aim of this study is to describe the learning effectiveness and the mathematics
ability of students through the implementation of mini laboratory approach. The
subject of this study is students on grade IV and V Elementary School 012 (marginal
classes) Teluk Rimba, Koto Gasib Subdistric, Siak Regency. The result of this study
showed that the appliying of learning are efective and mathematics understanding of
students on the integer addition were in good category.Saragih Sehatta2014-11-12T12:13:56Z2014-11-12T12:13:56Zhttp://eprints.uny.ac.id/id/eprint/11586This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115862014-11-12T12:13:56ZTANGRAM GAME ACTIVITIES, HELPING THE STUDENTS DIFFICULTY IN
UNDERSTANDING THE CONCEPT OF AREA CONSERVATION PAPER TITLEProviding formula too early is mostly done by the teacher in teaching area
measurement topic. In fact, the students are still incapable to fully understand what
the formula is. This situation is called the mismatch situation. Hence, remembering
the formula of the area of shapes will be the only possible way by the students to
proceed in the class. The Pendidikan Matematika Realistik Indonesia (PMRI), which
is the adapted RME with Indonesian context, could be used to overcome the
mismatch condition in Indonesian students. PMRI introduce the emergent modeling
as mean to bridge the students’ difficulty in achieving higher understanding on
mathematics through guided reinvention and didactical phenomenology. In addition,
several studies pointed out that the teaching of area conservation as the introduction
in area measurement should be administered properly. Furthermore, van Hiele
proposes that the use of puzzle could be promising in the topic of area conservation.
Thus, we develop a series of learning activities in the 3
rd
grade class by using
tangram as the main tools. The result of this research is that the activities provided in
the learning trajectory could help the students in understanding area conservation.
The students are still unable to do measuring using the idea of conservation.
However, when they are asked to compare the given shapes, they successfully apply
the concept of area conservation well using tangram idea. Moreover, they also
experience a lively group discussion; in fact, the class is not accustomed with
discussion.Fiangga Shofan2014-11-12T12:13:55Z2014-11-12T12:13:55Zhttp://eprints.uny.ac.id/id/eprint/11582This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115822014-11-12T12:13:55ZTHE DEVELOPMENT OF REALISTIC MATHEMATICS EDUCATION-BASED
BLOG AT LINEAR ALGEBRA COURSE IN UIN SUSKA RIAUMore sophisticated technology tools from laptops, smartphones, tabs and
others make students dependence to use them and bring it everywhere they
are. It would be better if they are used by the students to learn, not just for
social networks such as Facebook, Twitter and others, but can be used for
student’s learning. The purpose of this research is to develop a blog based on
the Realistic Mathematics Education (RME) in Algebra courses so that the
students can access courses they need anywhere and at any time, review the
effectiveness of blogs in supporting learning process algebra, review the
practicality blog to use by students to have lecturing processes, use of
sophisticated technology tools to support the learning process.
The development model employed the model of Dick and Carey (2009). This
development model steps was started by writing targetted competences, to analyze
learning, to identify basic ability, to write performance objectives, develop
instrument assessment, to select and develop learning materials, to design and
conduct formative evaluation, to revise, and design and develop summative
evaluation.
The research results showed that validation of Educational Technology
Expert of 88.7% and 89.71% by Mathematics Content Expert stated that the
blocks with the RME approach was effective and practical, and could make
the students understand the concepts of Algebra related to the real world. The
results of testing a small group was 83.25%, and 85.50% for test large
groups. From the tests that were done through pre-test and post-test, through
the test of t> t table, it was obtained calculation results of t
count
= 6.48, while
the values of the t
table
with significant levels of 5% and 1% were 2.09 and
2.84 respectively . Thus there were differences in the average value of
learning achievements prior to and after the use of the blog-based learning
(RME). In other words, the development of RME-based blog was effective
to be used as a learning media and source to improve students' understanding
of the Algebra materials.Risnawati RisnawatiKurniati AnnisaRegita Elviza2014-11-12T12:13:55Z2014-11-12T12:13:55Zhttp://eprints.uny.ac.id/id/eprint/11583This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115832014-11-12T12:13:55ZTHE EFFECT OF PROBLEM BASED INSTRUCTION (PBI) LEARNING WITH USING
APTITUDE TREATMENT INTERACTION (ATI) APPROACH TOWARDS MATH
PROBLEM SOLVING ABILITYEducation Innovation is performed to improve the quality of learning in the
classroom. The problem that arises allows educators to manipulate the circumstances
to resolve the problem in accordance with the existing educational theory. This study
was aimed to determine significant differences in mathematical problem solving
ability of logical and union subjects between students who learned to use problem
based learning Instruction (PBI) Aptitude Treatment Interaction approach (ATI) and
students who learn to use expository model of learning in the first semester of the
school year 2013/2014 mathematics education department of UIN Suska Riau. This
research was a quasi experiment research using the randomized design Pre-test –
post-test control group design. The research used simple random sampling
technique, but with the class that was randomized. Class 1C was selected to be an
experimental class, and the control class was Class 1D. Data of mathematical
problem solving ability of students was gathered by test instrument with
descriptions. Based on data analysis, it was obtained t_count = 5.86 and t_table ( at
significance level of 5 % ) = 2.31 . This meant that t_count > t_ table, so that it could
be interpreted that there were significant differences in mathematical problem
solving ability between the experimental class students (learning by Problem based
Instruction (PBI) learning with Aptitude Treatment Interaction (ATI) approach and a
group of students control class (learning with expository teaching model. Thus,
Problem based Instruction (PBI) learning with Aptitude Treatment Interaction (ATI)
approach and students who learn to use expository model of learning between the
experimental class and the control class.Risnawati Risnawati2014-11-12T12:13:54Z2014-11-12T12:13:54Zhttp://eprints.uny.ac.id/id/eprint/11581This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115812014-11-12T12:13:54ZMICRO TEACHING AND SELF EFFICACY TOWARD MATHEMATICS STUDENTS
IN MATHEMATICS PROGRAM OF FKIP UMBFor the novice teacher feeling confident in the classroom is a real concern. Without
confidence, teachers are less likely to teach well. Research indicates that self
efficacy, a person’s belief in their own ability to meet expectations, can impact on
their success. This concept has implication for students in education faculty who are
required to bridge the gap between theory and practice on micro teaching. This study
aimed to explore student perceptions of factors that influence their instructional self efficacy. Data were collected from 47 students in 6
th
semester of Mathematics
Program Study of FKIP UMB which took micro teaching subject. The data of
students performance was gotten from observations sheets. While the data of
students self efficacy toward mathematics was gotten through self efficacy scale.
The data was analyzed by using product moment correlation. The result of the
research show that there is significant correlation between students self-efficacy
toward mathematics with their performance in micro teaching.Risnanosanti Risnanosanti2014-11-12T12:13:53Z2014-11-12T12:13:53Zhttp://eprints.uny.ac.id/id/eprint/11576This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115762014-11-12T12:13:53ZSOME ATTEMPTS TO IMPROVE THE QUALITY OF TEACHINGLEARNING PROCESSES OF ENGINEERING MATHEMATICSThe quality of Engineering Mathematics teaching-learning processes in
Electrical Technology Study Program Faculty of Technology State University of
Yogyakarta has found under expected. In general, more students just listened to
lectures, recorded material and example problems written on the board lecturers and
only a small percentage of students who want to ask questions. In addition, based on
a little research showed that most students did not have the teaching materials of
lecturer recommended. Therefore, it is necessary for implementing effective learning
strategies, systematically, and sustained so as to improve the quality of Engineering
Mathematics teaching-learning processes.
The strategies discussed in this paper have been implemented in Electrical
Technology Study Program Faculty of Technology State University of Yogyakarta in
recent years. Those strategies are: 1) cooperative learning strategies, 2) contextual
teaching-learning; and 3) blended learning strategy. They implemented by using
classroom action research approach.
The teaching-learning strategies have proven increasing the positive attitude
of students toward Engineering Mathematics course. Indicators of success can be
seen from actively participation of students in the class as well as cooperation
among students in completing the tasks from lecturer, the increasing number of
students who dared to ask in the classroom, learning materials can also be obtained
easily through the internet facilities (e-learning). From the results already obtained
can be considered quite successful. This is indicated by the percentage of students
who obtained a score of 60 or more, or classified into the category quite well (C +)
to very good (A) on average by 60,5%, which about 50% previously. Another
condition is the percentage of students that scored 70 to top of or classified into good
category (B) to very good (A) on average by 30%, which about 20% previously.Kholis Nur2014-11-12T12:13:53Z2014-11-12T12:13:53Zhttp://eprints.uny.ac.id/id/eprint/11577This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115772014-11-12T12:13:53ZTHE PROCESS OF DEDUCTIVE THINKING AT 8TH GRADE
STUDENTS WITH HIGH MATH SKILL IN COMPLETING GEOMETRIC PROOFNowadays, deductive thinking begins to attract more attention in the field of
mathematics education especially for geometry. A deductive thinking can be noticed
as the way of deduction from general to specific statement. In other words, the
process consists of three steps started with making general statement (GS), specific
statement (SS) and conclusion(C). General statement can be seen as axioms,
definitions, and theorems. Meanwhile, specific statement deals with general
statement. Lastly, conclusion is obtained from both of the statement.
The objective of this study is to describe the process of deductive thinking at grade
8
th
student in solving geometric proof. The description is formulated based on the
process of deductive thinking at student’s exploration when she constructed a proof
of theorem that has never been completed. In the collection of data, the subject is a
student who had high math skill in mathematics. The researcher employs three types
of instruments; mathematics ability test determines the participant who get high
score ( ), problem solving task (TPM) describes the process of deductive
thinking as well as the interview guidance.
The study reveals that the subject attempt to accomplish geometric proof problems.
The process of deductive thinking can be noticed as: two angles are supplementary if
they add up to 180
0
(GS); and are supplementary angle (SS); and
<ACQ + <ACB = 180
0
, <ACB=180 - <ACQ (C). Then, the sum of the interior
angles in each triangle contains 180
0
(GS); ABC is triangle (SS); <A + <B + <C
180
0 - <RAB)+ (180 - <CBP) + (180 - <ACQ) = 180
, (C).Firmanti Pipit2014-11-12T12:13:53Z2014-11-12T12:13:53Zhttp://eprints.uny.ac.id/id/eprint/11579This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115792014-11-12T12:13:53ZANALYSIS OF MATHEMATICS TEACHING BASED ON THE STUDENTS
CHARACTERISTICSThis study focused on the design of teaching that include learning context of
learners, characteristics of learners, and learning tasks given to learners. Thirdly it
has an important role in the design of teaching that will be done by teacher in the
classroom. Learning context related to alternative teaching model that will be used
which has been adapted to the curriculum and the subject of the subject matter so
that the learning objectives to be achieved can be in harmony. Characteristics of
learners are traced in this study include personality tendencies, hemispheric
dominance, and learning styles. The last is the planning aspect of learning tasks for
learners. This section has a position as one measure of the success of teaching at the
same important information that will be used as a teaching evaluation. Teachers are
required to design learning tasks that will accommodate all aspects evaluated, such
as student achievement related to the objectives of the curriculum and subject matter,
the achievement of students with respect to alternative models used, the achievement
of students with the characteristics of the development itself. Learning model used is
the STAD cooperative learning. In this study presented the results of the design of
teaching relating to learning context of learners, characteristics of learners, and the
learning task that has been done in SMAN 1 Manyar, Gresik, includes the step of
observation, planning, implementation and evaluation.Oktaviyanthi Rina2014-11-12T12:13:52Z2014-11-12T12:13:52Zhttp://eprints.uny.ac.id/id/eprint/11571This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115712014-11-12T12:13:52ZLEARNING MODEL EXPERIMENTATION OF STUDENT TEAM
ACHIEVEMENT DIVISION (STAD) AND THINK PAIR SHARE (TPS) OF
ASSESSMENT FOR LEARNING (AFL) BASEDThe purposes of this research were to know difference of influences of each learning
model category towards mathematics learning achievement of the students. The
research was a quasi experimental research. Population of the research was all
students of VII grade of SMP Negeri 1 Colomadu of even semester of academic year
2013/2014. The samples were taken by cluster random sampling technique. The
samples in the research were totaled 116 students. The instruments used for data
collection were initial ability test and mathematics learning achievement test. The
instrumental test covered content validity, difficulty level, discrimination capacity,
and reliability. The prerequisite test covered normality test used Lilliefors method
and homogeneity variance test used Bartlett method. Balance test and hypothesis test
used one way variance analysis with different cell. Based on the hypothesis test,
derived conclusion that the cooperative learning model type STAD of AFL based
provided better mathematics learning achievement than the cooperative learning
model type TPS of AFL based and conventional learning model of AFL based, as
well as the cooperative learning model type TPS of AFL based provided better
mathematics learning achievement than the conventional learning model of AFL
based.Kholid MuhammadMuklis YogaKhasanah Ummi2014-11-12T12:13:52Z2014-11-12T12:13:52Zhttp://eprints.uny.ac.id/id/eprint/11573This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115732014-11-12T12:13:52ZTHE PROFILE OF TEACHER’ QUESTIONS ON MATHEMATICS LESSONS
IN IX CLASS STUDENTS WITH VISUAL IMPAIRMENT SMPLB YKAB
SURAKARTAThe teacher’ questions in mathematics leassons influence the pattern of interaction
and students’ thinking skills. Therefore, this study presented here aims at analysing
questions asked during mathematics lessons, subsequently used as a reference in
improving the learning process of mathematics. To achieve the research objectives
descriptive research design that describes the types of teacher’ questions. The
sample is SMPLB IX grade math teacher YKAB Surakarta. The data obtained by
observation method assisted by the recording of teaching learning process. Data
analysis was carried out in a series of processes: data reduction, data presentation,
and conclusions. From the analysis of the data obtained the following results: (1)
reviewed from the type of academic-nonacademic questions, found that in
mathematics lessons much as 154 questions, consists of 147 (95,45%) of academic
questions and 7 (4,55%) nonacademic questions. (2) reviewed from the type of
closed-open questions, found that in mathematics lessons consists of 2 (1,36%) of
open questions dan 145 (98,64%) closed questions. (3) in terms of the types of
questions related to cognitive processes, found that in mathematics there are as many
as 61 (41.78%) factual knowledge questions, 54 (36.98%) conceptual knowledge
questions, and 31 (21.23%) procedural knowledge questions.Sutriningsih NaningSuherman SuhermanKhoiriyah Siti2014-11-12T12:13:52Z2014-11-12T12:13:52Zhttp://eprints.uny.ac.id/id/eprint/11574This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115742014-11-12T12:13:52ZTHE PROFILE OF STUDENTS’ LATERAL THINKING IN SOLVING
MATHEMATICS OPEN-ENDED PROBLEM IN TERMS OF LEARNING STYLE
DIFFERENCESIn this globalization era, students as young generation of a country must be
creative an innovative. As well as that, in solving mathematics problems, students
should be able to find out several alternatives of questions or it is well -known as
lateral thinking. Furthermore, open-ended problems provide an opportunity for
students solve problem in several ways and seek several solutions. Besides,
students learn according to their learning styles which influence students’
thinking. There are three types of learning styles in this paper, namely visual,
auditory, and kinesthetic. In conclusion, students with different learning styles have
different ways of lateral thinking in solving mathematics open-ended problem as
well.Puspaningtyas Nicky2014-11-12T12:13:52Z2014-11-12T12:13:52Zhttp://eprints.uny.ac.id/id/eprint/11575This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115752014-11-12T12:13:52ZSTUDENTS’ ABILITY OF SMP TO SOLVE PROBLEMS
MATHEMATICLLY CREATIVE THINKINGThe purpose of this study is to determine the ability of SMP students to solve
mathematically creative thinking problems. The research method is descriptive
method. The participants of this research were 180 students in the
Palembang. Methods of data collection using essay tests. The results showed
that the ability of SMP students to solve mathematically creative thinking
problems only 40,57 classified in low category.Kesumawati Nila2014-11-12T12:13:52Z2014-11-12T12:13:52Zhttp://eprints.uny.ac.id/id/eprint/11603This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/116032014-11-12T12:13:52ZTHE METACOGNITIVE REFLECTION ABILITY TO ARRANGE THE STRATEGY
OF MATHEMATICAL PROBLEM SOLVINGMost of people don’t born with carrying and teaching capability Capability of
teaching can be learnt and be advanced continualy. One of the method to proceed
continualy the effectivity of its root is by personality estimation. As far the reflexion
must be understood as one of some of metacognitive effectivities. Metacognitive
refletion needs the learning situation which gives more focus to the learner to think
the action. In breaking the mathematical problem the learners need to have
metacognitive ability for arrange the strategy. So that the refletive thinking is one
the thinking forms which prepare some finishing to a probem that appears and the
metacognitive gunards all of the finishing cognitive process for finding the best and
right finishingTinungki Georgina2014-11-12T12:13:51Z2014-11-12T12:13:51Zhttp://eprints.uny.ac.id/id/eprint/11602This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/116022014-11-12T12:13:51ZAN ANALYSIS OF DIFFICULTIES ON MATHEMATICAL MODEL
INTERPRETATION OF JUNIOR HIGH SCHOOL STUDENTS ON THE MATERIALS
OF TWO-VARIABLE LINEAR EQUATION SYSTEMModeling is one of abilities included in studying mathematical materials. Modeling
is mostly used to express the events of everyday life , such as modeling of tsunami
wave, modeling of population growth, and modeling of economics growth.
Therefore, mathematical modeling is an important ability to be possessed by
students. It is in line with the opinion of Niss (2010) who states that Modeling is a
Crucial Aspect of Students' Mathematical Modeling. Considering its significance,
mathematical modeling should be learned by students since they attend elementary
school. For example, Singapore school curriculum has provided an opportunity for
students to learn mathematical modeling abilities since they attended elementary
school (Kaur and Dindyal, 2010). On the other hand, it is a fact that students - in
some countries, such as Germany, England, Romania, Canada, Czech Republic,
Mozambique, Netherlands, and Japan - have difficulties in mathematical modeling
(Ikeda, 2007). Therefore, this paper is intended to discusse some difficulties faced
by junior high school student in conducting mathematical modeling and model
interpretation, particularly in the materials of linear equation system of two
variables. Data were obtained from students in two junior high schools coming from
two and three cluster schools in the Bandung Municipality, covering research subject
as many as 151 students.Suhaedi DidiPurniati Tia2014-11-12T12:13:50Z2014-11-12T12:13:50Zhttp://eprints.uny.ac.id/id/eprint/11580This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115802014-11-12T12:13:50ZTHE CONSTRUCTION OF THE EARLY-CHILDHOOD TEACHERS’
CREATIVE PROCESS ASSESSMENTThis study attempts to measure the early-childhood teachers’ creativity which covers
two main goals: 1) to construct an assessment model for pre -school teachers’
creativity by Remote Associates Test and Torrance Test instrument; 2) to find out the
Divergent Thinking and Creative Thinking skill level toward early-childhood
teachers in Semarang. This study adopted the Research and Development which
focuses on the measurement model. The study was conducted for one year period
which was divided into three steps. The first step was Instrument and Drafting
through forum group discussion, which involved eight experts (two measurement
experts, three psychologist, and three pre-schools children experts). The second step
was constructing testing which was intended to measure the instruments’ validity
and reliability. And the third step was measurement, which estimated the earlychildhood teachers’ creative abilities.Setiawan RiskyAbdillah Andika2014-11-10T07:01:16Z2014-11-10T07:01:16Zhttp://eprints.uny.ac.id/id/eprint/11570This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115702014-11-10T07:01:16ZPROBLEM SOLVING LEARNING APPROACH USING SEARCH, SOLVE,
CREATE AND SHARE (SSCS) MODEL AND THE STUDENT’S
MATHEMATICAL LOGICAL THINKING SKILLSThe purpose of this research is to analyze the mathematical logical thinking skill
who are taught by problem solving approach using search, solve, create and share
(sscs) model and conventional learning and to analyze the difference mathematical
logical thinking skill between students who are taught by problem solving approach
using search, solve, create and share (sscs) and students taught by conventional
learning. The research was conducted at SMPN 178 Jakarta. The method used in this
research is quasi experimental method with Randomized Control Group Posttest
Only design, involve 68 students as sample. The data collection after treatment
conducted with test of the students’ mathematical logical thinking skill. The result of
research that the student’s mathematical logical thinking skills who are taught by
problem solving approach using search, solve, create and share (sscs) model is
higher than students taught by conventional learning. This matter visible from the
mean score of the results test students’ mathematical logical thinking who taught
with problem solving approach using search, solve, create and share (sscs) model is
70,09 and who taught with conventional learning have mean score of the test
students’ mathematical logical thinking is 54,91Kurniawati LiaFatimah Bunga2014-11-10T07:01:15Z2014-11-10T07:01:15Zhttp://eprints.uny.ac.id/id/eprint/11550This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115502014-11-10T07:01:15ZENHANCING THE STUDENTS’ ABILITY OF REASONING ON ASPECTS TO
FORMULATE THE COUNTER EXAMPLE THROUGH PROBLEM SOLVING
STRATEGIES MAKE AN ORGANIZED LISTThe objective of the investigation was to find out the implementation of problem
solving strategies make an organized list to enhance the students’ ability of
reasoning on aspects to formulate the counter example through problem solving
strategies Make an Organized List This research was conducted at SMP
Muhammadiyah 22 Pamulang in academic year 2012/2013. The method of the
research used quasi-experimental method with control group post test only design.
The Subject for this research were 64 students which selected through cluster
random sampling technique from the population at the seventh grade students class.
Data of the students’ ability to formulate counter example were collected thorough
test. The result of the research revealed that the ability of formulating counter
examples of students who are taught with a strategy the make an organized list
higher than students taught with conventional strategy. Reasoning abilities in aspects
formulating counter examples of students who are taught with a strategy make an
organized list gives about 61,33% true or false statement, to make their own
statements are true examples and counter example 70.94%, found errors on
particular sentence or statement 62.5%. Conclusion of the research, problem solving
strategy make an organized list affect the students’ reasoning ability on aspects
formulating counter examples; in which the make an organized list strategy is more
effective in improving the students’ reasoning ability on aspects formulating counter
examples than the conventional strategies.Kadir KadirAfandi Muhamad2014-11-10T07:01:15Z2014-11-10T07:01:15Zhttp://eprints.uny.ac.id/id/eprint/11568This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115682014-11-10T07:01:15ZTHE COMPARISON OF MATHEMATICAL UNDERSTANDING AND
CONNECTION THROUGH COGNITIVE CONFLICT OF PIAGET AND
HASWEHCognitive conflict believed as the process of how knowledge is constructed. There
are three the cognitive conflict theory, namely Piaget, Hasweh, and Lee. Piaget
cognitive conflict is known as cognitive imbalance. According to him, cognitive
conflict is built from imbalance between cognitive structures with information
coming from it. Equally, imbalance may be occurs between internal structures with
external input. Hasweh cognitive conflict is known as metacognitive conflict.
According to him, cognitive conflict built from contradiction between old cognitive
structures with new cognitive structure or with is being learned. This research tried
to compare mathematics abilities (mathematical understanding and connection)
through implementation of teaching material design compiled based on the two
cognitive conflict theory, namely cognitive conflict of Piaget and cognitive conflict
of Hasweh. Result of the research indicates that mathematical understanding and
connection ability of student through both teaching material designs does not
significantly different.Dahlan JarnawiRohayati Ade2014-11-10T07:01:15Z2014-11-10T07:01:15Zhttp://eprints.uny.ac.id/id/eprint/11569This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115692014-11-10T07:01:15ZANALYZING STUDENTS’ STRATEGY IN PATTERN GENERALIZATIONThe goal of the study is to describe the process of generalizing pattern of
Junior High school students with focus on the analysis of their strategy. Three junior
high school students were selected as subjects of this research. The pattern
generalization task which consists of two problems was given the subjects. After the
subjects done with the task, semi structured interview then performed to gather
information about the process of generalizing the task. The framework of
generalization strategy categorization developed by Barbosa (2010) is used in this
study. That categorization divides generalization strategy in to Direct modeling,
Whole-object, Difference, Explicit, and Guess and check.Wildani Junaidah2014-11-10T07:01:14Z2014-11-10T07:01:14Zhttp://eprints.uny.ac.id/id/eprint/11565This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115652014-11-10T07:01:14ZIMPROVING STUDENTS’ METAPHORICAL THINKING ABILITY OF
MATHEMATIC IN SENIOR HIGH SCHOOL THROUGH SCIENTIFIC
APPROACH IN THE 2013 CURRICULUMThis study was a quasi-experimental study aimed to examine students’ metaphorical
thinking ability in senior high school through scientific approach in the 2013
Curriculum. The ability of metaphorical thinking is the ability to think that bridges
mathematical ideas of students with the existing phenomena, modeling with
students’ interpretation. These capabilities provide opportunities for students to
explore knowledge in learning mathematics. Metaphorical thinking ability measured
includes the capability of connecting, inventing, discovering and applying. The
result showed that there was a significant increase in the aspect of invention and
discovery , but it did not show a significant increase in connection and application
aspects.Hendriana Heris2014-11-10T07:01:14Z2014-11-10T07:01:14Zhttp://eprints.uny.ac.id/id/eprint/11566This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115662014-11-10T07:01:14ZCOGNITIVE PROFILE OF SUBJECT 1 ABOUT PHILOSOPHY, PRINCIPLES AND
CHARACTERISTICS OF REALISTIC MATHEMATICS EDUCATION BEFORE AND
AFTER STUDYING THE REALISTIC MATHEMATICS EDUCATION LEARNING
RESOURCEThe purpose of this study to create cognitive profiles of elementary school teachers
who have been and have not been following the PMRI workshop, before and after
they learning about the realistic mathematics education learning resource in
understanding about philosophy, principles, and characteristics of realistic
mathematics approach. The type of research used in this study is a combination of
qualitative research and developmental research. The developmental research is used
to construct a realistic mathematics education learning resource. The analysis steps
of qualitative data which was built by Miles and Huberman (1994) is used to create
cognitive profiles of teachers who become the subject research. The triangulation
process of data used in this study is the triangulation of method. The results
presented in this paper are the cognitive profile of one subject who is a PGSD
student. Research subjects involved in the trial for the first task, the learning
resource, and second task are six persons, which consists of three PGSD students
who are working on the final project, and three elementary school teachers.Julie HongkiSuwarsono St.Juniati Dwi2014-11-10T07:01:13Z2014-11-10T07:01:13Zhttp://eprints.uny.ac.id/id/eprint/11564This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115642014-11-10T07:01:13ZTHE IDENTIFICATION OF DIFFICULTIES IN PROBLEMS SOLVING OF
MATHEMATICS TEACHERS IN JUNIOR HIGH SCHOOL OF NUSA
TENGGARA TIMUR AND MALUKU UTARAThis study aims are determining the difficulties of mathematics teachers in the junior
high school to solve mathematics problems in Nusa Tenggara Timur and Maluku
Utara, the two of 33 province in Indonesia . This is a descriptive explorative
research, using the documentation data that is answers of 114 mathematics teachers
in class IX of Junior High School to the 5 items of national examination test. The 5
items are the most difficult item according to the students , particularly in the school
that the school graduation has not reached 100 % in the Nusa Tenggara Timur and
Maluku Utara . The results showed that the order of difficulties of mathematics
teachers for solve the mathematics problems in the region are the execution plan
problem solving, understanding the problems , interpreting the results , and planning
a problem solving . This is indicated by the percentage of the difficulty teachers at
each stage , 45.846 % of teachers had difficulty in understanding the problem ,
33.063 % in the problem solving plan, 46.491 % in the completion of the plan
execution problem, and interpret the results of 43.129 % on completion the problem.Retnawati HeriWutsqo DhorivaListyani EndangRachman Y.P. Kartiko2014-11-10T07:01:12Z2014-11-10T07:01:12Zhttp://eprints.uny.ac.id/id/eprint/11561This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115612014-11-10T07:01:12ZINTERNALIZATION OF MULTIPLICATION AND DIVISION CONCEPTS IN
A NEO-PIAGETIAN PERSPECTIVEIn cognitive development context, scheme is conceived as the unit of analysis of
cognitive processes. Pascual-Leone as a neo-Piagetian explains cognitive
development by combining the information-processing theory and Piagetian theory.
In his theory, the Theory of Constructive Operators, Pascual -Leone proposes the
scope of scheme and offers operators as constructs schemes. Constructed schemes
can explain internalization. This paper describes internalization of multiplication and
division concepts is experienced by 9-year-old children, in the theory of constructive
operators as a neo-Piagetian perspective.Mampouw HeltiLukito AgungSuwarsono St.2014-11-10T07:01:12Z2014-11-10T07:01:12Zhttp://eprints.uny.ac.id/id/eprint/11562This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115622014-11-10T07:01:12ZANALYSIS OF STUDENTS' MATHEMATICAL SELF-ESTEEMThis study is motivated by the importance of mathematical self-esteem. The
main purpose of this study is to describe students’ mathematical self-esteem. This
study involved 125 junior high school students in Serang City, Banten Province. The
results of this study revealed that the mean scores of mathematical self -esteem
obtained by the students is only 43 and the highest score is only 54, while the ideal
maximum score is 80. Mathematical self-esteem mean score obtained by the
students only 53.75% of the ideal maximum score and still classified as low.Pujiastuti Heni2014-11-10T07:01:12Z2014-11-10T07:01:12Zhttp://eprints.uny.ac.id/id/eprint/11563This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115632014-11-10T07:01:12ZTHE EFFECTS OF COOPERATIVE LEARNING STRUCTURES AND PRIOR
KNOWLEDGE TOWARD THE LEARNING OUTCOMES OF
UNDERSTANDING AND APPLICATION OF PHYSICS CONCEPTS FOR THE
STUDENTS OF MATHEMATICS EDUCATION DEPARTMENTThe background of this research relates to a current problem faced by the teacher and
students of Mathematics Education Depatment, in which the quality of learning process and
the results were still not optimal. Learning basically has the social aspect, therefore it needs
instructional design which can give the opportunity for the students to do the social,
interpersonal interaction and increase the academic ability. The cooperative learning of
Numbered Heads Together (NHT) and Think-Pair-Share (TPS) are cooperative learning
structure that can be used to teach the academic content and social skills. The purpose of
this research were to examine the main effects and interaction effects of cooperative
learning structure and the level of prior knowledge on learning outcomes of understanding
and application of physics concepts for the students of Mathematics Education UNIROW
Tuban. Experimental design which was used was quasi experiment pretest-posttest
nonequivalent control group design. The technique of data analysis which was used was 2 x
2 factorial MANOVA. The results of the research showed that: (1) learning outcomes of
understanding and application of physics concepts Mathematics Education students
between NHT and TPS cooperative groups did not differ significantly , (2) learning
outcomes of understanding and application of physics concepts of Mathematics Education
students between groups of students with high prior knowledge and low prior knowledge
differed significantly, (3) there were interaction effects between the cooperative learning
structure and the level of prior knowledge on learning outcomes of understanding and
application of physics concepts for the Mathematics Education students.Sulistyaningrum HenyNawangsari Tanti2014-11-10T07:01:11Z2014-11-10T07:01:11Zhttp://eprints.uny.ac.id/id/eprint/11559This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115592014-11-10T07:01:11ZCONSTRUCTIVISM VERSUS COGNITIVE LOAD THEORY: IN SEARCH FOR AN
EFFECTIVE MATHEMATICS TEACHINGTwo major learning theories have dominated recent literature on optimizing
knowledge acquisition: constructivism and cognitive load theory. Constructivism, on
the one hand, gives preeminent value to the development of students’ self-regulated
process of constructing mathematical concepts. Its basic tenet is that students
acquire their own mathematical understanding by constructing them from the inside
rather than by internalizing them from the outside. Cognitive load theory, on the
other hand, suggests that the free exploration of a highly complex environment may
cause a heavy working memory load and led to poorer learning. Advocates of this
view further argue that constructivist strategies provide learners with information
that exceeds their working memory capacity, and thus fail to efficiently guide
learners’ acquisition of mathematical knowledge. The current study describes the
elements of constructivism theory and their cognitive basis and show how they can
be aligned with the structures that constitute human cognitive architecture. More
specifically, we present several ways in which cognitive load can be managed by
these elements and so facilitate mathematical learning.Upu HamzahBustang Bustang2014-11-10T07:01:11Z2014-11-10T07:01:11Zhttp://eprints.uny.ac.id/id/eprint/11560This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115602014-11-10T07:01:11ZTEACHER READINESS IN IMPLEMENTING CURRICULUM 2013
A CASE STUDY ON MATHEMATICS TEACHERS IN WEST NUSA TENGGARA
PROVINCEThis study aims to provide an overview of the readiness of mathematics teacher in
the West Nusa Tenggara province in the implementation of the curriculum 2013. The
readiness will be referred to three main aspects, namely: 1) teachers' understanding
of the concept of curriculum 2013; 2) the readiness of teachers to make lesson plan,
in accordance with the principles of the curriculum 2013; and 3) the readiness of
teachers to implement learning and assessment process that adheres to the
curriculum 2013. This research was conducted in the form of a survey. The survey
was conducted on the sample of schools that are considered to represent schools in
NTB. The sample consist of both schools that have and have not implemented the
curriculum 2013. The results of this study are expected to provide the illustration of
the extent of teachers’ preparation, and what actions need to be done for the
successful implementation of the curriculum 2013.Hapipi Hapipi2014-11-10T07:01:10Z2014-11-10T07:01:10Zhttp://eprints.uny.ac.id/id/eprint/11557This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115572014-11-10T07:01:10ZIMPROVING STUDENTS’ MATHEMATICS REASONING AND EMOTIONAL
INTELLIGENCE THROUGH MEAS (MODEL-ELICITING ACTIVITIES)
INSTRUCTIONThis study is a part of research report entitled Developing Senior High Students’
Mathematic and Emotional Intelligence and Their Retention by MEAs Instruction.
This study is an experiment with pretest-posttest group design which aims at
analyzing the effect of MEAs instruction on students’ mathematic and emotional
intelligence. The population is all eleventh graders of senior high schools in Cim ahi,
while the sample is purposively chosen from two senior high schools in Cimahi and
randomly selected from existing grade XI. Then they are randomly selected to
become experiment group and control group. Based on the result, it can be
concluded that students’ mathematic skill with MEAs instruction is better than
conventional instruction. Furthermore, there is no difference in term of emotional
intelligence between students who receive MEAs instruction and conventional
instruction; however there is a moderate level of association between students’
mathematic reasoning and emotional intelligence.Hamidah Hamidah2014-11-10T07:01:10Z2014-11-10T07:01:10Zhttp://eprints.uny.ac.id/id/eprint/11558This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115582014-11-10T07:01:10ZEDUCATION QUALITY IMPROVEMENT IN INDONESIAIndonesia boasts a substantial population and a wealth of natural resources. But far
fewer people understand how rapidly the nation is growing. The country, in 2045, is
going to achieve 100 years of its independence. There are a number of achievements
that Indonesia will have at that time, such as productive ages attaining around 60%
or exceeding from the total number of population 373.590.000 people. By 2030, the
country could have the world’s 7th-largest economy, overtaking Germany and the
United Kingdom. But to meet its ambitious growth targets and attract international
investment, the country has to manage this opportunity well through character
education, and then affect on the improvement of nation’s economic capability. It
may be appropriate, due to Indonesia is attempting to improve its education quality
by integrating it directly into the global education system.Upu Hamzah2014-11-10T07:01:09Z2014-11-10T07:01:09Zhttp://eprints.uny.ac.id/id/eprint/11551This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115512014-11-10T07:01:09ZMATHEMATICAL COMMUNICATION AND PROBLEM SOLVING ABILITY OF
8
TH
GRADE STUDENTS AFTER INVOLVING MODEL ELICITING
ACTIVITIES (MEAS) STRATEGYThe practitioners of mathematics education believed that problem-solving ability is
the core of the learning mathematics. In the problem-solving process, students are
challenged to explore their mathematical concepts and capabilities. Students must
identify the adequacy of the data contained in the problem. More than this, the
student must ensure that the data at issue is relevant and logical to answer questions.
Students also need to understand the relationships that exist between the data and the
questions, and it should be reflected in the model made the students. Students should
make sure that the model that has been created is a model that can be used to solve
the problem. In solving the problem, students use concepts and mathematical
representations to express their mathematical ability and reasoning. All the activities
in the process of mathematical problem solving has the po tential to maximize the
mathematical ability of students if students are given the opportunity to discuss with
their peers. One of the capabilities that can be developed through discussion is
mathematical communication skills. Habituation to the students to communicate
mathematically through ongoing discussions will strengthen the ability of solving
mathematical problems. Strategy of teaching-learning that has the potential to build
simultaneously problem solving skills and mathematical communication is Model
Eliciting Activities (MEAs). There are six principles of MEAs that allow the
establishment of problem-solving ability and mathematical communication
simultaneously, namely the principle of : using a real problem , creating a
mathematical model, presenting their mathematical thinking to other students,
judging the truth of their solution, documenting the results of his work , and the
principle that the resulted model is an effective prototype models. This study, which
involved 69 students of 8
th
grade and aimed to determine the ability of
communication and solving mathematical problems students after the students
engaged in learning mathematics through MEAs strategy, provide results that: the
ability of communication and solving mathematical problems of st udents that
engaged in learning mathematics through MEAs strategy better than students
engaged in learning mathematics through conventional strategies. The results of this
study also indicate that there is a positive association between mathematical proble m
solving skills and mathematical communication skills.Wahyuningrum Endang2014-11-10T07:01:09Z2014-11-10T07:01:09Zhttp://eprints.uny.ac.id/id/eprint/11552This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115522014-11-10T07:01:09ZDEVELOPING A TEACHING KIT ON PYTHAGOREAN THEOREM WITH
COMPUTER-ASSISTED MEDIAThis research is conducted in order to set up a mathematics learning kit for junior
high school on Pythagorean theorem material with computer-assisted media, which
is valid, practical, and effective in terms of students’ learning achievement and
mathematics self-efficacy.
This research is a developmental research consisting of four phases: define, design,
develop, and disseminate. The subjects consisted: nine students in the small trial
group and 30 students in the field trial group. The experiment was conducted at SMP
Negeri 2 Banyubiru, Kabupaten Semarang. The instruments used in this research
was a validation sheet, teacher assessment sheet, student assessment sheet, teacher
activities observation sheet, student’s activities observation sheet, and mathematics
self-efficacy questionnaire. The data were collected from those instruments.
The results show that the developed learning kit is valid, practical, and effective in
terms of students’ achievement and mathematics self-efficacy scores. The developed
kit consists of a syllabus, lesson plans, worksheets, and instructional media and
according to expert’s validation it is very valid. The evaluation of teachers and
students, the observation of the activities of teachers and students show that the
developed teaching kit is in the minimum practical criteria. At the end of the
learning activities, a final test was administered and the questionnaire was done to
see students' mathematics self-efficacy, and the results are 76.67% of the students
obtained the final test score exceeding the minimum achievement criterion, and
83.34% of the students had a score of mathematics self-efficacy at high or very high
criteria.Ayda Erni2014-11-10T07:01:09Z2014-11-10T07:01:09Zhttp://eprints.uny.ac.id/id/eprint/11555This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115552014-11-10T07:01:09ZEFFORTS TO IMPROVE STUDENT LEARNING OUTCOMES AND
ACTIVITIES WITH REALISTIC MATHEMATICS EDUCATION (RME)The purpose of this research to determine how to improve the activity and student
learning outcomes in mathematics with a realistic approach to mathematics in class
VII Junior High School 18, the city of Bengkulu . This research is Classroom Action
Research ( CAR). This research was conducted in three cycles with the flow of the
research: Implementation Action Plan Action Observation Reflection . The subjects
of research were students of class VII - 5 Junior High School 18 Bengkulu semester
academic year 2011/2012, totally of the students 31 people consist of 14 men and 17
women . The research instrument is the end of each test cycle , observation sheets
and interview students . Result test data analyzed are the average value and
completeness of classical learning . Based on the results of research conducted it can
be concluded to improve student activity can be done by providing motivation ,
divided the students in groups of 4 -5 people , randomly students to ask questions,
answer questions , respond to , group presentations , work on contextual questions ,
ask that are not understood , addressing student issues such as noise, and get
conclusions after the learning process . based on observation from the average score
of each cycle increases the observer , in the first cycle was 18 with a sufficient
criterion ( C ) , improved in the second cycle is 23 with a sufficient criterion ( C ) ,
an improved in cycle III is 27.5 with both criteria ( B ) . Based on observation from
the results of analysis the test cycle I to cycle III is known that the student learning
outcomes for cycle 1 is the average value of 71.63 students with mastery learning
classical 54.83 % , increased in the second cycle the average value 77.87 with
thoroughness classical study 74.19 % and third cycle also incre ases the value of the
average student 81.74 with mastery learning classical 90.32 %Nurmita Fina2014-11-10T07:01:09Z2014-11-10T07:01:09Zhttp://eprints.uny.ac.id/id/eprint/11556This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115562014-11-10T07:01:09ZMULTIDIMENSIONAL RELIABILITY ESTIMATION IN INSTRUMENT OF
STUDENTS’ SATISFACTION AS AN INTERNAL COSTUMERThe purpose of this paper is to compare multidimensional and unidimensional
reliability toward students’ satisfaction as an internal costumer. Multidimensional
reliability measurement is rarely used in the field of research. Multidimensional
reliability is estimated by using Confirmatory Factor Analysis (CFA) on the
Structural Equation Model (SEM). Measurements and calculations are described in
this article using measuring instrument students’ satisfaction as an internal costumer.
Survey method used in this study and sampling used simple random sampling. This
instrument has been tried out to 99 students. The result of the calculation is
concluded that the measuring instrument of students’ satisfaction as an internal
costumer by using multidimensional reliability coefficient has higher accuracy when
compared with a unidimensional reliability coefficient. Expected in advanced
research used another formula multidimensional reliability, including when using
SEM.Margono Gaguk2014-11-10T07:01:08Z2014-11-10T07:01:08Zhttp://eprints.uny.ac.id/id/eprint/11553This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115532014-11-10T07:01:08ZTHE IMPLEMENTATION OF CURRICULUM 2013 IN THE TEACHING OF
MATHEMATICS AND ITS EFFECT TO STUDENTS’ MASTERY OF
ESSSENTIAL MATHEMATICS CONCEPT IN SENIOR HIGH SCHOOLThis study was designed to diagnose students’ mastery level and difficulties in
essential concepts of mathematics, and also reveal the difficulties of the teachers in
teaching these concepts in the implementation of Curriculum 2013. The approach
used to diagnose this case was the Socratic approach, the approach adopted from
how Socrates taught his students. The materials diagnozed include the materials of
the first semester of class X of science. T he research subjects consisted of 321
students and 33 high school teachers. The results showed that the students’ mastery
of essential math concepts are still at the low level, there are still many difficulties
encountered by students and teachersRohaeti Dr. Euis2014-11-10T07:01:08Z2014-11-10T07:01:08Zhttp://eprints.uny.ac.id/id/eprint/11567This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115672014-11-10T07:01:08ZSTUDENT’S DIFFICULTIES IN SOLVING PROBLEM OF REAL ANALYSISMain goal of learning mathematics is students able to solve mathematics problems.
Students acquire high order thinking, e.g. critical and creative thinking, by solving
mathematical problems. Students also acquire habits of persistent and confidence in
unfamilitar conditions (NCTM, 2000). Actually, university students of mathematics
education had difficulties to solve a problem to prove of Real Analysis. Subjects of
the lecture can help students to have ways of mathematical thinking. The aim of this
research was to describe difficulties of students to solve a Real Analysis problem.
Three students had solved a problem while being interviewed by the researcher. The
interview was based on Polya’s heuristic of problem solving. The activities was
recorded by audiotape. The results were all students understand the problem. They
could determine what is known and target/unknown of the problem. One of the
students also had known concepts in the problem, but she could not synthesize the
concept to make a plan. Students lack in having problem solving scheme. It is
interwining between concepts in the problem and strategy of previous solved
problems.Mairing Dr. Jackson2014-11-10T07:01:06Z2014-11-10T07:01:06Zhttp://eprints.uny.ac.id/id/eprint/11554This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115542014-11-10T07:01:06ZANALYZING MATHEMATICAL LITERACY OF JUNIOR HIGH SCHOOL
STUDENTS IN WEST SUMATRAThe aim of the research was to describe mathematical literacy of junior high
school students in West Sumatra Indonesia. The description was focused on the
competences clusters mentioned by Program for International Student Assessment
(PISA), namely reproduction, connection, and reflection cluster. Based on the
description, it was analyzed the factors that have influenced mathematical literacy of
the students. The method used in the research was a mixing method (descriptive and
qualitative). Data was collected from 188 Junior High School students who
participated in Mathematical Literacy contest in West Sumatra. The results of the
research show that most students only master reproduction cluster and very few of
them that master reflection cluster. For each cl uster, the score of most students are
very low. In addition, mathematical abilities of the students are not satisfactory.Fauzan Ahmad2014-11-07T05:15:24Z2014-11-07T05:15:24Zhttp://eprints.uny.ac.id/id/eprint/11546This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115462014-11-07T05:15:24ZMENTAL COMPUTATION STRATEGIES BY 5
TH
GRADERS
ACCORDING TO OBJECT-SPATIAL-VERBAL COGNITIVE STYLEThe purpose of this study was to investigate mental computation strategies by fifth
grade elementary students with different cognitive style (object-spatial-verbal).
Seventy six fifth grade students in one of elementary school in Jember (Indonesia)
participated in this study. All of the students were tested on Children’s ObjectSpatial Imagery and Verbal Questionnaire (C-OSIVQ). Nine children were chosen,
based the test result, as subjects of the research. They were classified as 3 students
with object imagery, 3 students with spatial imagery, and 3 students with verbal
ability. The students were tested in a oral mental computation test. The test contains
15 items for additions, subtractions, multiplications, and divisions in whole
numbers, fractions, and decimals. Findings were analyzed with qualitative methods.
At the end of the research, students with spatial imagery achieved much better
results than object imagery and verbal ability. When computation strategies were
analyzed, it was found that the students with verbal ability were heavily influenced
by written algorithm meanwhile students with object and spatial imagery used more
variety ways and efficient strategies in performing mental computation.Galatea Chusnul2014-11-07T05:15:24Z2014-11-07T05:15:24Zhttp://eprints.uny.ac.id/id/eprint/11547This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115472014-11-07T05:15:24ZA COMPARISON OF STUDENTS SELF-BELIEF AND MATHEMATICS
ACHIEVEMENT IN THE ASIAN COUNTRIES: FINDING FROM THE THIRD
INTERNATIONAL MATHEMATICS AND SCIENCE STUDY (TIMSS)The Trends in Mathematics and Science Study (TIMSS) is an international
assessment of fourth and eighth grade students achievement in mathematics and
science. The purpose of this study was examine the compares of student self- belief
and mathematics in Asian countries using data from the Third International
Mathematics and Science Study 2011. The analysis is conducted through a
Multivariate Analysis of Variance (MANOVA) model with random effects for each
country. East Asian countries Korea, Singapore, and Chinese Taipei Hong Kong
SAR and Japan were the top-performing countries at the eighth grade to lead the
world in mathematics achievement. The null hypotheses used in this study there are
no statistically significant difference in self belief and mathematics achievement
between Asian students.Rahmatina Desi2014-11-07T05:15:24Z2014-11-07T05:15:24Zhttp://eprints.uny.ac.id/id/eprint/11548This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115482014-11-07T05:15:24ZEFFORTS TO IMPROVE STUDENT LEARNING OURCOMES BY USING
COOPERATIVE LEARNING TYPE OF STUDENT TEAMS ACHIEVEMENT
DIVISION (STAD)Study the researchers did was an effort to improve student learning outcomes by
using cooperative learning type Student Teams Achievement Divisions (STAD) that
Classroom Action Research (CAR). This study aims to improving student learning
outcomes after the use of learning model STAD. The subjects in this study were
students of class VIII-H SMPN 1 Cianjur, which amounts to 46 people with a
minimum completeness criteria of 70.00. Increased student learning outcomes are
good, the first cycle of the average of 75.54 formative test increased to 76.09 in the
second cycle, and than increased again in the third cycle becomes 79.46. While the
formative test average of 77.03 for the third cycle and this can be seen also incr ease
with the average cumulative test reached 80.54. The level of mastery learning
students on the subject of geometry and geometrical measurements, the first cycles
from 41 people increased to 43 people in the second cycle, and continued to increase
in the third cycle to 46 people. So clasical increased absorption of the first cycles 59
% to 71.85 % in the second cycle, and became 78.91 % at the end of the third cycle
or cycles obtained. The result show that Cooperative Learning type STAD, can be
made as one solution to fix the future mathematics learning and improve student
learning outcomes.Hakim Dori2014-11-07T05:15:24Z2014-11-07T05:15:24Zhttp://eprints.uny.ac.id/id/eprint/11549This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115492014-11-07T05:15:24ZKEEPING MATHEMATICAL ASSESSMENT PROCESS ON TRACKIdea in this paper was inspired by writings of William D. (2007 ) with the
theme of Keeping Learning on Track in classroom assessment contexts . In his
research , when teachers asked students how to assess , they are likely to cite tests ,
quizzes , portfolios , projects , and various other methods of formal tests. According
to Wiliam D (2007 ) , basically term of assessment is much closer to this more
informal meaning. However, emphasis on assessment as a formal process is
pervasive, and mathematics education is no exception.
Teachers ablitiy to conducted mathematical assessment will have an impact on the
learning process change . The facts indicate that many teachers are still having
problems in condected mathematical assessment process. These problems can be
viewed from two aspects of learning , namely the mastery of content and ability to
organize of students. These facts provide guidance that teachers need ability to
assess the of the assessment process in order to keep the mathematical assessment
process on track .
Development of teachers ability in assessment process can be viewed from various
perspectives . Romberg (2004 , h.230 ) offers four steps in developing teacher
assessment process ,namely : initiate , investigate , interpret , and integrate . The
first step is oriented toward the teacher to begin with an understanding of assessment
practices , the second step oriented teacher involvement in an investigation of
assessment techniques . The third step suggest teachers have capability to interpret
students' work , the fourth step provides opportunity for teachers to develop further
assessment practices , including through workshops, other teachers professional
activities . Referring to Battista (2007 , h.836 ) , reform of mathematical assessment
process can be done by integrating the process of assessment in mathematical
concepts learning .Irawan Edy2014-11-07T04:28:30Z2014-11-07T04:28:30Zhttp://eprints.uny.ac.id/id/eprint/11514This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115142014-11-07T04:28:30ZAPPLICATION OF FOURIER SERIES IN MICROTREMOR ANALYSIS, CASE STUDY ON DISASTER RISK MANAGEMENT WORTH MINING REGION IN BLITAR DISTRICTS, EAST JAVAMining activities can alter Earth's surface layer that has a high impact on disaster risk. Disaster risk in the mine area can be determined by using the method of calculation Amplification Factor (AF) based on interpretation of microtremor analysis Kanai and Nakamura. Fourier Spectrum analysis is used to obtain a frequency distribution curve of the magnitude to obtain the dominant frequency and dominant period. Tremor data processing using Fast Fourier Transform (FFT), the process of transformation of form time domain to the frequency domain in order to obtain the Fourier spectrum of each component. This spectrum can be determined from the analysis of spectral ratio (SR) which is the amplification factor (AF) based on interpretation Nakamura, and the predominant period (T dom) based interpretation Kanai. Based on the results obtained amplification factor, can be obtained by interpretation of the existence of the condition of the surface layer of soil instabilityWiratomo YogiParwatiningtyas DiyanMarlina DwiWindia Erlin2014-11-07T04:28:28Z2019-03-08T06:15:35Zhttp://eprints.uny.ac.id/id/eprint/11508This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115082014-11-07T04:28:28ZGRAM-SCHMIDT SUPER ORTHOGONALIZATION PROCESS FOR SUPER LINEAR ALGEBRAGram-Schmidt Process is a method to transform an arbitrary basis into an orthogonal basis then normalize the orthogonal basis vectors to obtain an orthonormal basis. This process is so important and has many uses in applications of mathematics, particularly linear algebra and numerical analysis. Super linear algebra is an extension of linear algebra, in the which talks about the super matrices, super vectors up to super basis, super orthogonal basis and super diagonalization on a super inner product super spaces. It will be discussed a process to construct an arbitrary basis into an super orthogonal and orthonormal basis for super inner- product super spaces. The modification of the Gram-Schmidt Process to construct an super orthogonal and orthonormal basis, namely Gram-Schmidt Orthogonalization Process for Super Super Linear Algebra.Abdullah SyarifNa’imah Siti2014-11-07T04:28:28Z2014-11-07T04:28:28Zhttp://eprints.uny.ac.id/id/eprint/11510This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115102014-11-07T04:28:28ZSOLVING A SYSTEM OF FOURTH ORDER ORDINARY DIFFERENTIAL EQUATIONS BY USING DIAGONALIZATION MATRIXConsider a system of fourth order ordinary differential equation x(4) = Ax, where A is a square matrix. To find the solution of this system, the matrix A will be diagonalized by using J =P-1AP, where P is a matrix with vectoreigens of A as its columns. Therefore, the original system can be transformed into a new system y(4) = Jy with y = P-1x. Solving this new system will yield the soluton of the original system, that is, x = Py. Some problems with different types of eigenvalues of A will be given. Especially, Jordan form is used to diagonalize A, when all eigenvalues of A are equal.Chandra Tjang Daniel2014-11-07T04:28:28Z2014-11-07T04:28:28Zhttp://eprints.uny.ac.id/id/eprint/11512This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115122014-11-07T04:28:28ZA MODEL FOR DETERMINING AN OPTIMAL LABOR CONTRACT UNDER PROFIT SHARING SYSTEMProfit sharing concept fascinates various points of views, such as decision makers, media, academicians, etc., since remarkable work paper published by Weitzman (1984, 1985). Wage bargaining theory is undoubtedly a vital factor in profit sharing system. This research uses Nash bargaining solution in order to obtain the optimal agreement point over wages and employment. Unfortunately, most of the study done on the same topic assumed that the workers receive share of profit equally. Logically, each of the workers has different qualifications which are affect their productivity. A different assumption of the workers heterogeneity is used in this research in order to reduce the probability of unfairness among the workers because of the equality portion of profit sharing.Mahmudah UmiSafiih L. Muhamad2014-11-07T04:28:27Z2014-11-07T04:28:27Zhttp://eprints.uny.ac.id/id/eprint/11502This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115022014-11-07T04:28:27ZADDITIVE MAIN EFFECT AND MULTIPLICATIVE INTERACTION ON FIXED MODEL OF TWO FACTORS DESIGNMultilocation trials is usually conducted to study the factors effect of genotype and environment including their interaction in order to increase the yield of crops. The environment can be considered as giving different doses of fertilizers to each genotype. The present study was aimed to investigate both additive main and interaction effects on fixed model of two factors design. As the application, the study used a dataset of the yield of paddy in four varieties (IR8, IR5, C4-63, and PETA) given nitrogen fertilizer with six different doses (N0, N1, N2, N3, N4, and N5). The first step of analysis was estimating variance component using fixed model ANOVA (Analysis of Variance). Then, AMMI (Additive Main Effects and Multiplicative Interaction) model was applied which is the combination of additive main effect and the principal component analysis (PCA) of interaction effect. The result of study shows that the variance component has positive value for all factors of treatment. AMMI analysis produces AMMI-2 as the best model at the significant level of α = 0.05. The biplot of AMMI-2 obtained that IR5 can adapt to nitrogen fertilizer in any level. Spesific interaction occurs in variety C4-63 in nitrogen level, variety IR8 in nitrogen level, and variety PETA in nitrogen level. Based on the result of study, it can be concluded that the use of AMMI fixed model in two factors design can effectively explain the effect and the pattern of interaction structure among treatment factor levels.Annas SuwardiPurtanti Selfi Dian2014-11-07T04:28:26Z2014-11-07T04:28:26Zhttp://eprints.uny.ac.id/id/eprint/11501This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115012014-11-07T04:28:26ZSELECTION OF THE BEST UNIVARIATE NORMALITY TEST ON THE CATEGORY OF MOMENTS USING MONTE CARLO SIMULATIONThere are three univariate normality tests on the category of moment that are Geary, D’Agostino Pearson and lagrange multiplier tests. In this research, we compared them to determine which test has the highest sensitivity in the concluding test normality of the data. For the sample size n less than or equals to 30, the three tests can not be used to check for normality, whereas for sample size between 30 and 85, Geary’s test was the best tests to check normality and for sample size more than or equals to 85, the three tests were can be used to check for normality. However, for samples that have a uniform distribution, the three tests were good to check normality when the sample size more than or equals to 130.Sugiyanto SugiyantoZukhronah Etik2014-11-07T04:28:24Z2014-11-07T04:28:24Zhttp://eprints.uny.ac.id/id/eprint/11500This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115002014-11-07T04:28:24ZOPTIMAL CONTROL ANALYZE AND EQUILIBRIUM EXISTENCE OF SEIR EPIDEMIC MODEL WITH BILINEAR INCIDENCE AND TIME DELAY IN STATE AND CONTROL VARIABLESIn this paper, we will formulate S E I R epidemic model with bilinear incidence and time delay as basic model. Then, we will investigate the optimal control strategy of our model with time delay in state and control variables. We use a vaccination program as optimal control strategy to minimize the number of susceptible and to maximize the recovered individuals. By mathematical analysis we find the existence of solution and optimal control of our model. We use Pontryagin’s maximum principle to characterize this optimal control.Setiawan Rubono2014-11-07T04:28:23Z2014-11-07T04:28:23Zhttp://eprints.uny.ac.id/id/eprint/11499This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/114992014-11-07T04:28:23ZBAYESIAN WITH FULL CONDITIONAL POSTERIOR DISTRIBUTION APPROACH FOR SOLUTION OF COMPLEX MODELSComplex models are often arise in social field applications. Model complexity might be caused by the number of variables in the model, or due to the complex data structures. Problems are often encountered in complex models is a difficulty to obtain a solution in the model parameter estimation process. Bayesian methods can overcome these problems with the modern approach of Bayesian analysis using special simulation procedure based on the posterior distribution of parameters, i.e. the Markov Chain Monte Carlo (MCMC). Implementation of MCMC methods for Bayesian analysis requires proper sampling algorithm in order to obtain a sample from a distribution. The algorithm which is efficient and often used by MCMC is Gibbs Sampling. One of the advantages of Gibbs sampling is the generation of random variables is done using the concept of one-dimensional distribution which are structured as a form of full conditionals, i.e. the full conditional posterior distribution of parameter. This paper propose to describe the process of parameter estimation for complex model using Bayesian through full conditional posterior distribution of parameters.Ismartini Pudji2014-11-07T04:28:21Z2014-11-07T04:28:21Zhttp://eprints.uny.ac.id/id/eprint/11522This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115222014-11-07T04:28:21ZAPPLICATING CVD ALGORITHM ON EDGE-COLORING OF SPECIAL GRAPHSHeuristics algorithm is a soultion method that typically relatively quick to find a feasibel soloution with reasonable time and quality though there are no guarantees about if the quality of the solution is bad. This research explores the application of Conflicting Vertex Displacement (CVD) algorithm on edge-coloring of special graphs. This algorithm found by Fiol and Vilaltella [2] 6in 2012 and uses the idea of recolor of two “conflicts” edges (edges that are incident to a vertex) along the paths of adjacent vertices. The research tests the algorithm on special graphs, ie. bipartite graphs.Insani Nur2014-11-07T04:28:18Z2014-11-07T04:28:18Zhttp://eprints.uny.ac.id/id/eprint/11497This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/114972014-11-07T04:28:18ZLEARNING GAUSS-JORDAN ELIMINATION USING MS EXCELIn Linear Algebra, one of the most important method to learn is Gauss-Jordan Elimination. This method almost used in every basic concepts but it is difficult to learn. Fortunately, MS Windows provide one of its application, that is MS Excel, for students so that the method becomes easier to understand for science and technology students.This application has many functions and facilities that are related to matrices calculation such as MDETERMINANT, TRANSPOSE, and others. Nowadays students can easily study the method when using computer tecnology which almost everyday they use.In this way, they both can understand the method and do the calculation easily as long as they input the right function.Manuhutu Meifry2014-11-07T04:28:16Z2014-11-07T04:28:16Zhttp://eprints.uny.ac.id/id/eprint/11496This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/114962014-11-07T04:28:16ZSOME PROPERTIES OF PRIMITIVE HENSTOCK OF INTEGRABLE FUNCTION IN LOCALLY COMPACT METRIC SPACE OF VECTOR VALUED FUNCTIONBy abstracting the domain and range of Henstock integrable function and measures (the volume function) used by mathematicians, we had constructed Henstock integral in locally compact metric space of vector valued function. Based on the result of previous researchers, this paper discuss properties of primitve Henstock integrable function in locally compact metric space of vector valued function.Manuharawati Manuharawati2014-11-07T04:28:14Z2014-11-07T04:28:14Zhttp://eprints.uny.ac.id/id/eprint/11494This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/114942014-11-07T04:28:14ZSYSTEMS OF INTERVAL MIN-PLUS LINEAR EQUATIONS AND ITS APPLICATION ON SHORTEST PATH PROBLEM WITH INTERVAL TRAVEL TIMESThe travel times in a network are seldom precisely known, and then could be represented into the interval of real number, that is called interval travel times. This paper discusses the solution of the iterative systems of interval min-plus linear equations its application on shortest path problem with interval travel times. The finding shows that the iterative systems of interval min-plus linear equations, with coefficient matrix is semi-definite, has a maximum interval solution. Moreover, if coefficient matrix is definite, then the interval solution is unique. The networks with interval travel time can be represented as a matrix over interval min-plus algebra. The networks dynamics can be represented as an iterative system of interval min- plus linear equations. From the solution of the system, can be deter-mined interval earliest starting times for each point can be traversed. Furthermore, we can determine the interval fastest time to traverse the network. Finally, we can determine the shortest path interval with interval travel times by determining the shortest path with crisp travel times.Rudhito M. AndyPrasetyo D. Arif Budi2014-11-07T04:28:14Z2014-11-07T04:28:14Zhttp://eprints.uny.ac.id/id/eprint/11498This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/114982014-11-07T04:28:14ZLINEAR MATRIX INEQUALITY BASED PROPORTIONAL INTEGRAL DERIVATIVE CONTROL FOR HIGH ORDER PLANTThis study presents the application of Linear Matrix Inequalities (LMI) approach in designing a proportional integral derivative (PID) controller for a high order plant. This work also proposes practical steps in designing the robust controller. To cast this control design problem into the LMI framework, the transfer functions of the system with various payloads are obtained by carrying out nonlinear system identification. Subsequently, the dynamic model is represented into convex formulation which leads to the formulation of system requirement into LMIs representation that can accommodate the convex model. A set of robust PID gains is then obtained by solving the LMIs with desired specifications. For performance assessment, a PID controller is also designed using Ziegler Nichols (ZN) technique for all loading conditions. System responses namely hub angular position and deflection of both links of the flexible manipulator are evaluated in time and frequency domains. The performance of the LMI-PID controller is verified by comparing with the results using the ZN-PID controller in terms of time response specifications of hub angular position and level of deflection in time and frequency domains.Khairudin M.2014-11-07T04:28:13Z2014-11-07T04:28:14Zhttp://eprints.uny.ac.id/id/eprint/11492This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/114922014-11-07T04:28:13ZTHE PROPERTIES OF ORDERED BILINEAR FORM SEMIGROUP IN TERM OF FUZZY QUASI-IDEALSA bilinear form semigroup is a special semigroup. This semigroup is constructed by an adjoin ordered pair , for is a linear mapping from a vector space into itself and for is a linear mapping from a vector space into itself. In this case, the vector spaces have zero characteristics. An ordered bilinear form semigroup is a bilinear form semigroup includes a partial ordered ‘ ’ such that is a poset and for all with we have and . A fuzzy subset is a mapping from crisp set into a closed interval [0,1]. Let be an ordered semigroup and , we denote . An ordered semigroup is left simple if and only if , is right simple if and only if , for every . In this paper we characterize the ordered bilinear form semigroup in term of fuzzy quasy-ideals. One of these properties said that a level subset of a fuzzy subset of is a quasi- ideal if and only if is a fuzzy quasi-ideal of .Karyati KaryatiWutsqa Dhoriva Urwatul2014-11-07T04:28:10Z2014-11-07T04:28:11Zhttp://eprints.uny.ac.id/id/eprint/11490This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/114902014-11-07T04:28:10ZRANDOM EFFECT MODEL AND GENERALIZED ESTIMATING EQUATIONS FOR BINARY PANEL RESPONSEPanel data models are widely used in empirical analysis because they allow researchers to control for unobserved individual time-invariant characteristics. However, these models pose important technical challenges. In particular, if individual heterogeneity is left completely unrestricted, and then estimates of model parameters in nonlinear and/or dynamic models suffer from the incidental parameters problem. This problem arises because the unobserved individual characteristics are replaced by inconsistent sample estimates, which, in turn, biases estimates of model parameters. Logit model or probit model on panel data with using univariate approximation (neglect correlation) result consistent estimator but not efficient. In many cases, data are multivariate or correlated (e.g., due to repeated observations on a study subject or for subjects within centers) and it is appealing to have a model that maintains a marginal logistic regression interpretation for the individual outcomes. In this paper, we studied modeling binary panel response using Random Effects Model (REM). Using Monte Carlo Simulation, we research correlations effects to maximum likelihood estimator (MLE) of random effects model. We also compare MLE of REM to Generalized Estimating Equations (GEE) of logit model. Data were generated by using software R.2.8.1 as well as the estimation on the parameters. Based on the result, it can be concluded that (a) In some value of individual effect, random effects model is more better GEE. (b) REM can be accommodating individual effects and closer to parameter than the other. (c) REM is appropriate method to estimate covarians of utility at individual effect having value about one.Nugraha Jaka2014-11-07T04:28:09Z2014-11-07T04:28:09Zhttp://eprints.uny.ac.id/id/eprint/11471This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/114712014-11-07T04:28:09ZPROBABILITY DENSITY FUNCTION OF M/G/1 QUEUES UNDER (0,K) CONTROL POLICIES: A SPECIAL CASEIn this paper we present probability density function of vacation period of M/G/1 queueing process that operates under (0,k) vacation policy, wherein the server goes on the vacation when the system becomes empty and re-opens for service immediately at the arrival of the kth customer. The number of lattice paths when last arrival is an arrival has also been derived. The transient analysis is based on approximating the general service time distribution by Coxian two-phase distribution and representing the corresponding queueing process as a lattice path. Finally the lattice path combinatorics is used to present the number of lattice paths.Slamet IsnandarGupta RituAchuthan Narasimaha R.2014-11-07T04:28:08Z2014-11-07T04:28:08Zhttp://eprints.uny.ac.id/id/eprint/11487This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/114872014-11-07T04:28:08ZTHE PROPERTIES OF GROUP OF 33 MATRICES OVER INTEGERS MODULO PRIME NUMBERThis paper discusses about group consists of 3×3 matrices over integers modulo prime number. We will consider the order of the group and some of the subgroups. We also determine the normality of the subgroups.Hadi IbnuMahatma Yudi2014-11-07T04:28:03Z2014-11-07T04:28:05Zhttp://eprints.uny.ac.id/id/eprint/11486This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/114862014-11-07T04:28:03ZCHARACTERISTIC OF GROUP OF MATRIX 3X3 MODULO P, P A PRIME NUMBERThis paper discussed about group based on a set consists of matrix 3x3 with elements integers modulo p, p a prime number. It begin with determine the number of matrix which hold in set matrix. Using combination of element of integer modulo p, p prime number, we get the total element in matrix set is finite. By group theory, we characterisation this set such that the properties of group theory is holdHadi IbnuMahatma Yudi2014-11-07T04:28:01Z2014-11-07T04:28:01Zhttp://eprints.uny.ac.id/id/eprint/11470This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/114702014-11-07T04:28:01ZON COUNTING SEQUENCES AND SOME RESEARCH QUESTIONSA counting sequence is a list of all binary words of the same length. Counting sequences of any fixed odd Hamming distance between successive words (codewords) are discussed. Gray codes are examples of counting sequences having a single-bit change between neighboring codewords. We describe some results on Gray codes and highlight some research questions. The spectrum of bit changes or transition counts for individual variables for some uniform counting sequences is considered. We show some recent minor findings and pose remaining open questions.Suparta I Nengah2014-11-07T04:28:01Z2014-11-07T04:28:01Zhttp://eprints.uny.ac.id/id/eprint/11526This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115262014-11-07T04:28:01ZSERIES " H154M " AS A UNIT AREA OF THE REGION BETWEEN THE LINES AND CURVESThis world events consciously or not realize everything has a pattern, until the events of the universe according to the Big Bang theory of the solar system which makes so regular in the rotation . The author would like to create a results curve area between the quadratic function y = kx2 and line y = ka2 using GeoGebra application version 4.2 . This paper can provide a series that is no less interesting with Fourier series , so that will add new material about the series can be calculated with sigma notation . In addition, the ranks of the unique natural numbers of extensive changes in established areas. Finally, this paper provides analytical and geometric proof of the vast area in between the lines and curves that give the area is formed by y = ka dan kurva y = kx2 , x-axis , line x = dan x = - make a series of numbers for k = 1 and a original numbers.
The author calls the series “H154M”Hidayatullah Hisyam2014-11-07T04:28:00Z2014-11-07T04:28:00Zhttp://eprints.uny.ac.id/id/eprint/11474This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/114742014-11-07T04:28:00Z-VALUED MEASURE AND SOME OF ITS PROPERTIESLet be the set of all real-valued continuous functions defined on a closed interval . It is a commutative Riesz algebra space with unit element , where for every . As in the real numbers system , we define of the extended of . In this paper, we shall generalize the notions of outer measure, measure, measurable sets and measurable functions from into . This paper is a part of our study in Henstock-Kurzweil integral of functions define on a closed interval which values in .Ubaidillah FirdausDarmawijaya SoeparnaIndrati Ch. Rini2014-11-07T04:27:50Z2014-11-07T04:27:50Zhttp://eprints.uny.ac.id/id/eprint/11479This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/114792014-11-07T04:27:50ZAPPLIED DISCRIMINANT ANALYSIS IN MARKET RESEARCHDiscriminant Analysis is statistical technique which is used on the dependence relationship. Discriminat analysis uses dependent variable with form category data and independent variable with form kuantitatif data. Discriminant analysis is aimed to classify particular person or observation in group with independent each other and thorough based on a number of independent variable . Asumtions used in the discriminant analysis: 1. As p independent variable must be normally distributed 2. Varians-covarians matrics of independent variable has ordo pxp on both group must be equal.Sutanto, M.Si. Drs. Hery Tri2014-11-07T04:27:50Z2014-11-07T04:27:50Zhttp://eprints.uny.ac.id/id/eprint/11542This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115422014-11-07T04:27:50ZTHE PROFILE OF JUNIOR HIGH SCHOOL STUDENTS’ REASONING IN SOLVING
MATHEMATICS OPEN-ENDED PROBLEM ACCORDING TO REFLECTIVEIMPULSIVE COGNITIVE STYLESSeveral studies showed that students' reasoning in solving mathematical problems is
low. There are several factors that led to lower students' mathematical reasoning.
The goal of this literature is to describe the profile of junior high school students
reasoning in open-ended mathematics problem solving according to reflectiveimpulsive cognitive styles. Several studies have shown that by looking at the
students' cognitive styles, teachers be able to plan and provide the appropriate
learning. In this literature a more deeply reviewed about student reasoning in openended mathematics problem solving according to reflective-impulsive cognitive
style.Faradillah Ayu2014-11-07T04:27:49Z2014-11-07T04:27:49Zhttp://eprints.uny.ac.id/id/eprint/11540This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115402014-11-07T04:27:49ZPRACTICABILITY AND EFFECTIVITY OF KONCAMA MODEL IN
GEOMETRY LEARNINGKONCAMA Model is a learning model with conceptual conflict in mathematics
problem solving. This model is developed to reinfore students’ understanding on
mathematics concept and make students active in mathematics learning. Learning
activities within this KONCAMA model consist of stages as the following: orient
students to conflict–based–problem (preconception), organize students to learn and
tackle conflict (reapraisal of cognition), assist students to investigate and solve
problem individually and in group (cognition development), develop and display the
results of problem solving (comunication), along with analyze and evaluate the
process of problem solving (evaluation). KONCAMA Model is a practical and
effective learning model to be implemented in geometry learning of Senior High
School students.Asdar AsdarJeranah Jeranah2014-11-07T04:27:48Z2014-11-07T04:27:48Zhttp://eprints.uny.ac.id/id/eprint/11537This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115372014-11-07T04:27:48ZTHE DEVELOMPENT OF TECHNOLOGY APPLICATION BASED
MATHEMATICS LEARNING TOOLS ON REAL NUMBERS OPERATIONS
AT THE VOCATIONAL SCHOOL OF TECHNOLOGY AND ENGINEERINGThis paper is a research report on the development of technology application based
Mathematics learning tools at the study program of technology and engineering in a
vocational school. The needs to improve the relevance between the results of
vocational training in school and demands of public and industry are included as one
of the policies of National Education year 2010-2014. The policy determined that
education program in school should relevance to the needs of business and industry.
That is why; Vocational School (SMK) must be able to produce graduates that have
skills and competencies needed by the field of business and industry and
internationally recognized standard. SMK is now demanded to play its active roles
to develop link and match between school and industry.
The learning tools developed in this research project was technology application
based Mathematics learning tools that include (1) Syllabus, (2) Lesson Plan, (3)
Students’ Textbook, (4) Students’ Worksheet, and (5) Instrument of evaluation. The
model used in this project was Four-D Model which included three steps as follows:
(1) making definition, (2) planning, and (3) development. The result of va lidation
study for this mathematics learning tools was 3.67 (Very Good).Maharani Anggita2014-11-07T04:27:48Z2014-11-07T04:27:48Zhttp://eprints.uny.ac.id/id/eprint/11539This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115392014-11-07T04:27:48ZEFFORTS TO IMPROVE STUDENTS’ MATHEMATICAL LITERACY
IN MATHEMATICS LEARNINGMathematical literacy is one of the important skills students need to possess in
learning math. Mathematical literacy can be defined as an individual's ability to
formulate, use and interpret mathematics in a variety of contexts, including the
ability to perform mathematical reasoning and use of concepts, procedures, facts, as
a means to describe a phenomenon or event. It could be argued that mathematical
literacy can help students understand better the role of mathematics in the real
world. But in Indonesia, there are still many who do not know the mathematical
literacy. So it is not wrong that to date mathematical literacy of students in Indonesia
is still low, this can be seen in three International Study, namely, PIRLS, PISA, and
TIMSS. To improve mathematical literacy, learning models are needed that can
improve mathematical literacy .Yuliani Anik2014-11-07T04:27:47Z2014-11-07T04:27:47Zhttp://eprints.uny.ac.id/id/eprint/11535This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115352014-11-07T04:27:47ZMATHEMATICS SELF-CONCEPT AND ANXIETY WITH DIFFERENT
ACHIEVEMENT IN CALCULUS PROBLEM SOLVINGThe objective of this study was to describe mathematics self-concept and anxiety of
twelfth grade students according to their mathematics achievement preferences.
There were a total of 3 students involved in this study. In the collection of data , the
researcher employed three types of instruments: mathematics test, Mathematics SelfConcept Scale (MSC) and Test Anxiety Inventory (TAI). Mathematics test
determined the participants’ achievement preference: high, standard and low
achievement. The MSC found the participants’ mathematics self-concept. The TAI
found the participants’ mathematics anxiety. The study revealed that students who
had high achievement in mathematics would try to accomplish test in any level of
difficulty and tried to accomplish any form of test. These students had no worry or
fear in facing mathematics test. Meanwhile, students who had standard achievement
in mathematics would try to accomplish test in standard and low level of difficulty
and tried to accomplish the test. These students felt nervous but could focus their
mind and had no physical characteristics in facing mathematics test. Moreover,
students who had low achievement would try to accomplish low level of test. These
students felt nervous, unsteadiness and could not focus their mind but had no
physical characteristics in facing mathematics test.Hidayat Angga2014-11-07T04:27:46Z2014-11-07T04:27:46Zhttp://eprints.uny.ac.id/id/eprint/11527This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115272014-11-07T04:27:46ZEXPERIMENTATION STAD WITH CTL TO MATERIAL OF PHYTAGORAS
TEOREMA WAS INSPECTED FROM THE TEMPERAMENT OF STUDENT
IN CLASS VIII SMP N 3 PENGASIH KULON PROGO THE ACADEMIC YEAR
2013/2014STAD with CTL is a modification of the STAD and CTL where the phases follow
STAD phase in which components inserted CTL. This study aimed to determine: (1)
learning model which has better performance, (2) preferences which has better
performance; these included a quasi-experimental study is planned for 6 months.
Technique of cluster sampling is using random. Data collection techniques are
learning achievement test, a questionnaire KTS, and documentation. The data
analysis technique is the two ways of variation analysis.Widuri AmbarSudjadi A.Widodo Sri2014-11-07T04:27:46Z2014-11-07T04:27:46Zhttp://eprints.uny.ac.id/id/eprint/11531This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115312014-11-07T04:27:46ZIMPROVING MATHEMATICAL REPRESENTATION SKILL
BY USING PACE MODELMany courses in Mathematics Education Program requires a mathematical
representation skill. One of them is Mathematical Statistics. Mathematical
representation is way that used someone to express mathematical ideas visually,
mathematical expressions, or written text. However, most of the students have
difficulty in representing mathematical problems. One of models to improve
mathematical representation skill is PACE model. PACE model is a model based on
constructivist learning that has phase: Project, Activity, Cooperative Learning, and
Exercise. This model is important to apply in mathematics teaching, because it can
improve mathematical representation skill.Suryana Andri2014-11-07T04:27:45Z2014-11-07T04:27:45Zhttp://eprints.uny.ac.id/id/eprint/11517This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115172014-11-07T04:27:45ZAPPLICATION OF NEURO FUZZY MODEL FOR FORECASTING CONSUMER PRICE INDEX IN YOGYAKARTAThe aim of this research is to predict the consumer price index (CPI) in Yogyakarta using neuro fuzzy model. The rule bases of neuro fuzzy model is constructed by tipe III, i.e. the consequent of fuzzy rules is linear combination of input variables. We apply the proposed method to predict CPI in Yogyakarta and the MAPE values of the model for training and testing data are 4.23% and 9.59%, respectively.Abadi Agus Maman2014-11-07T04:27:45Z2014-11-07T04:27:45Zhttp://eprints.uny.ac.id/id/eprint/11524This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115242014-11-07T04:27:45ZDEVELOPMENT OF INTERACTIVE LEARNING MEDIA BASED LECTORA
INSPIRE IN DISCRETE METHOD COURSEThis study aims to (1) produce a valid and practical interactive learning media based
Lectora Inspire in a discrete method course, (2) see the effects of the developed
learning media to the students’ learning outcome in a discrete method class.
Research and development, which consists of five stages: pre-development,
development, evaluation, field test, and revision, was implemented in this study.
The developed interactive learning media was tested against 23 students of discrete
method class in the Department of Mathematics, Faculty of Mathematics and
Natural Science, Sriwijaya University . The results of the analysis are: (1) based on
the evaluation of the experts and the perceptions of the students, the interactive
learning media which has been developed was valid, practical, and highly
recommended to be used as a source of student’s self-learning in discrete method
courses, (2) the interactive learning media which has been developed was effective
to increase students’ learning outcome.Faruk Alfensi2014-11-07T04:27:44Z2014-11-07T04:27:44Zhttp://eprints.uny.ac.id/id/eprint/11521This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115212014-11-07T04:27:44ZTHE PROFILE OF PRIMARY SCHOOL STUDENTS’ CONCEPTUAL
UNDERSTANDING OF EQUIVALENT FRACTIONS BASED ON KOLB’S LEARNING
STYLESFraction equivalence is one concept within the extensive fraction schemata. The
understanding of fractions concepts is very important in understanding equivalent
fractions. Therefore, it is essential for students to acquire the conceptual
understanding of mathematical ideas in order to develop higher order mathematical
thinking skills. Even though, have not yet found past research that specifically focus
on relationship between Kolb’s learning styles and primary students’ conceptual
understanding of equivalent fractions, the piloting study was conducted to know the
relationship between those variables. Considering this fact, it is important to know
further, how students’ conceptual understanding of equivalent fractions will be
varied depending on their different Kolb’s learning styles.
This research describes the profile of primary school students’ conceptual
understanding of equivalent fractions based on Kolb’s learning styles. The results
showed the way of represent the symbolic representation into pictorial
representation and vice versa. Two students in fifth grade from SD Laboratorium
Unesa which have different Kolb’s learning style and have already taught the topic
were administered as the research subjects. The gender, mathematical ability, and
age were considered as control variables. This research used qualitative approach,
where the data were collected from written test and interview. It was completing
each other and was gathered in different time with similar questions. The data were
triangulated with time triangulation. Each profile, the differences and the similarities
between two subjects in their conceptual understanding of equivalent fractions were
highlighted in this research.Pramasdyahsari Agnita2014-11-07T04:27:43Z2014-11-07T04:27:43Zhttp://eprints.uny.ac.id/id/eprint/11516This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115162014-11-07T04:27:43ZIMPROVING SENIOR HIGH SCHOOL STUDENT’S MATHEMATICAL
COMMUNICATION ABILITIES AND MATHEMATICAL DISPOSITION BY
USING MODEL-ELICITING ACTIVITIESThis study is a pretest-posttest quasi experimental control group design conducted to
investigate the role of model -eliciting activities approach, school cluster, and prior
mathematics ability on student’s mathematical communication and mathematical
disposition. The study involved 74 tenth grade students from senior high school in
Bengkulu. The instrumen were a mathematical communication test , and a
mathematical disposition scale. The data were analyzed by using two paths Annova,
Scheffe test, and t-test. The study found that model-eliciting activities approach have
influence toward attaining and gaining mathematical communication and
disposition.Asmara Adi2014-11-07T04:27:43Z2014-11-07T04:27:43Zhttp://eprints.uny.ac.id/id/eprint/11519This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115192014-11-07T04:27:43ZINTOVERTED PRIMARY SCHOOL STUDENTS’ CREATIVITY IN
MATHEMATICS PROBLEM SOLVING BASED ON GENDER DIFFERENCESCreativity has been excessively studied in various area of knowledge. In
mathematics, creativity is considered one of ability that is required especially in
problem solving. It is because mathematics problems are continuously changing in
term of complexity and novelty. On the other hand, creativity is interrelated with
individual sources. This study explores introverted primary school students’
creativity in mathematics problem solving based on gender differences. Data were
collected by utilizing one mathematics problem and interview. There were two 5
th
grade primary school students (one male and one female) that participated in this
research. There are three creativity criteria that is assessed namely fluency,
flexibility, and novelty. Finding showed that introverted male student fulfilled three
of creativity criteria meanwhile introverted female student fulfilled two criteria of
creativity namely fluency and flexibility. In process of problem solving, both
subjects utilized external condition, intellectual knowledge and intuition. The
flexibility of subjects is different in some way. Introverted male student tended to
use as much as strategies. Introverted female student tend to modify the strategy to
produce other solutions. Moreover, the difference was also found in the way how
they used intuition in solving the given problem.Nofrianto Adri2014-11-07T04:27:42Z2014-11-07T04:27:42Zhttp://eprints.uny.ac.id/id/eprint/11506This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115062014-11-07T04:27:42ZJUST QUESTIONING IN TEACHING MATHEMATICSNaturally, teaching is about accompaning and facilitating students for studying.
Teachers have to create the learning environment for students convenience and
focuses in constructing their understanding. Eventhough it is d ifficult, questioning
is possible teachers choice when they are teaching any concepts of mathematics in
Junior High School and Senior High School. Teachers are able to explore students’
ideas, to guide students in constructing definitions, formulas or prop erties, and
“accept” students’ arguments without blaming them. Questioning can be provided
classically or individually but still considering the complexity and students’s ability.
Avoid giving difficult questions that are possibly unanswered by students for
keeping the convenience of learning process. The complexity of question
corresponds to the lowest cognitive dimension until the highest one in order to make
students easier in concept understanding. Teaching while questioning also is in line
with “Kurikulum 2013” that uses scientific approach as the main option in every
mathematics teaching and learning process. This paper tries to give an example
about teaching by questioning in the topics linear inequality in one variable for
Junior High School and logarithm in Senior High School.Rosyidi Abdul2014-11-07T04:27:41Z2014-11-07T04:27:41Zhttp://eprints.uny.ac.id/id/eprint/11509This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115092014-11-07T04:27:41ZPROBLEM BASED AND METACOGNITIVE LEARNING TO IMPROVE
MATHEMATICAL REFLECTIVE THINKING SKILLSThis study was conducted to determine the student’s reflective thinking skills who
are taught with problem-based learning and metacognitive; to know the
mathematical reflective thinking skills of students who are taught by conventional
learning; to identify the difference of increased reflective thinking skills among
students that taught with problem-based learning and metacognitive and students
who are taught by conventional learning. The analytical method used is the means
difference testing using the Mann Whitney test and t-test. Research subjects were
students of the fifth semester of mathematics education in the course Structure of
Algebra I and the seventh semester student in the course Mathematical Statistics II.
The results showed that the Structure of Algebra I course, student’s reflective
thinking skills with problem-based learning has implications for the development of
mathematical ideas to solve the problem: in the course of Mathematical Statistics II,
student’s reflective thinking skills has implication on efficiency and simplicity in a
solving problems, and mathematical reflective thinking skills approach to student
learning with problem-based learning in the Structure of Algebra I course is better
than mathematical reflective thinking skills of students in conventional learning
approach. Similarly, the mathematical reflective thinking skills that students are
learning the metacognitive approach the subject of Mathematical Statistics II better
than reflective mathematical thinking skills of students in conventional learning
approach.Muin AbdulKurniawati Lia2014-11-07T04:27:41Z2014-11-07T04:27:41Zhttp://eprints.uny.ac.id/id/eprint/11511This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115112014-11-07T04:27:41ZTHE ACHIEVEMENT OF MATHEMATICAL CONNECTION SKILLS BASED
ON COGNITIVE LEVEL THROUGH MEANS ENDS ANALYSIS (MEA)
STRATEGY OF LEARNINGThis research aims to analyze the effect of learning strategies (MEA and
Conventional), cognitive levels (low, middle, and high), and interaction of learning
strategies and cognitive levels to the achievement of mathematical connection skills.
The quasi experiment design with Randomized Subjects Post-test Only Control
Group Design of the research was conducted at one of junior high school in South
Tangerang. The results of the research revealed that,first; there is significant effect
from learning strategies to the student’ s achievement of mathematical connection
skills. The difference learning strategy affects the student’ s mathematical connection
skills. MEA strategy gives mathematical connection skills better than conventional
strategy . Second, there is significant effect from cognitive level to the student’ s
mathematical connection skills. Higher Cognitive levels are providing mathematical
connection skill better. Third, there is no interaction effect of learning methods with
the level of cognitive to student’ s mathematical connection skills. The differences of
learning strategies and cognitive levels combination are not influence to the
student’ s mathematical connection skills.Muin AbdulPermata CitraAfidah Afidah2014-11-07T04:27:41Z2014-11-07T04:27:41Zhttp://eprints.uny.ac.id/id/eprint/11513This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115132014-11-07T04:27:41ZTEACHING PROBLEM SOLVING IN MATHEMATICS LEARNING:
REFLECTION FROM PISA AND TIMSS RESULTS OF THE STUDENTS OF
INDONESIAThe quality of mathematics education in Indonesia is still low. This is at least
acquired from the attainment of the students of Indonesia participating in
international assessments, such as PISA and TIMSS. Some of the main causes are
mathematics learning that is poorly related to the contexts of living that students
experience. In addition, teacher lacks facilitating students in problem solving
activities. Therefore, teacher needs to familiarize students with PISA and TIMSS
like questions in mathematics learning and teach them the process and strategies of
solving problem. Within this article, it is given an alternative problem solving
process for PISA and TIMSS like questions with 4 (four) stages, along with 12
(twelve) core strategies of problem solving and other strategies that can also be
taught to students.Rahman AbdulM. MuhammadAsyari SyahrullahQadry Ikhbariaty2014-11-07T04:27:40Z2014-11-07T04:27:40Zhttp://eprints.uny.ac.id/id/eprint/11505This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115052014-11-07T04:27:40ZCONNECTEDNESS DIMENSION OF PRODUCTIVE PEDAGOGIES IN
STUDENT'S UNDERSTANDING TO CONCEPTS OF DIFFERENTIAL CALCULUSUndergraduate students’ understanding of concepts that they have learned usually is
not long lasting. This is due to two aspects; first is the inappropriate teaching
approach and the second is students’ weakness in connecting their prior knowledge
to comprehend a new topic. One of pedagogical frameworks that includes
connectedness dimension is so called Productive Pedagogies. In this research, we
implemented the framework, especially connectedness dimension in teaching the
subject of Differential Calculus, topics Absolute Value, Range and Domain of
functions, and Limit and Continuity of Functions for first year students of
Mathematics Department of Unesa. We planned and tried a teaching approach that
facilitates students to use their prior knowledge to understand the topics being
taught. At the end of the teaching and learning process we gave students a quiz about
the topics and analyzed their works and then triangulated the results by interviewing
a number of students. The results show that students’ level of connecting the topics
to their prior knowledge plays a central role in understanding the concepts being
taught.Abadi AbadiWintarti AtikHariyani Faradillah2014-11-05T14:06:17Z2019-03-05T03:39:24Zhttp://eprints.uny.ac.id/id/eprint/11326This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/113262014-11-05T14:06:17ZICRIEMS 2014 PROCEEDING - FRONTFMIPA UNY ICRIEMSicriems@uny.ac.id