Lumbung Pustaka UNY: No conditions. Results ordered -Date Deposited. 2024-11-03T03:52:15ZEPrintshttp://eprints.uny.ac.id/apw_template/images/sitelogo.pnghttp://eprints.uny.ac.id/2012-07-11T02:47:08Z2012-07-11T02:47:08Zhttp://eprints.uny.ac.id/id/eprint/2128This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/21282012-07-11T02:47:08ZThe Effect Of Mathematics Self-Efficacy Toward Mathematical Creative Thinking Ability Of SMA Students In Bengkulu CityCreative thinking in Mathematics is combination of logical thinking and divergent thinking, which take note of flexibility, fluency, originality and specification in problem-solving. One of factors that is influential when the students create is Self-Efficacy. The students with low self-efficacy will avoid the challenge tasks, while the students with high self-efficacy have a great desire to do their tasks. This research objective is to know the effect of Mathematics self-efficacy toward Mathematical creative thinking ability of SMA students in Bengkulu City by using regression analysis. The Data of self-efficacy was gotten from self-efficacy scale toward Mathematics. The Subject of the research is the 11th grade students in three State-Upper Secondary Schools (SMA) in Bengkulu City. The result of the research shows that there is significant effect between self-efficacy which were had by the students toward their creative thinking ability.
Key Words: Self Efficacy, Mathematical Creative Thinking Ability
Risnanosanti Risnanosanti2012-07-11T02:47:08Z2012-07-11T02:47:08Zhttp://eprints.uny.ac.id/id/eprint/2131This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/21312012-07-11T02:47:08ZEnhancement Of Mathematical Reasoning Ability At Senior High School By The Application Of Learning With Open Ended ApproachThe objective of this research is to investigate the differences of students’ enhancement of mathematical reasoning ability as the result of the application of learning with open ended approach and conventional learning. The population in this research was the entire students in high schools and Aliyah in Bandung. The sample is students on grade X. Two classes are randomly selected from each school, one class as an experiment class (open-ended approach) and another class as a control class (conventional learning). The instruments used include mathematical prior knowledge test, mathematical reasoning test, and guidelines for observation. The results of data analysis show that if it is viewed as a whole, students’ enhancement of mathematical reasoning who had treated with instruction using open-ended approach was better than students who had treated with regular instruction. There is interaction between learning approach and school levels towards students’ enhancement of mathematical reasoning. There is no interaction between learning approach and the initial of mathematical ability towards students’ enhancement of mathematical reasoning.
Keywords: Open Ended Approach, Conventional, and Mathematical Reasoning
Ramdani Yani 2012-07-11T02:47:08Z2012-07-11T02:47:08Zhttp://eprints.uny.ac.id/id/eprint/2135This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/21352012-07-11T02:47:08ZDeveloping Student Worksheet In English Based On Constructivism Using Problem Solving Approach For Mathematics Learning On The Topic Of Social ArithmeticsThe purpose of this paper is to describe the development of student worksheet in English based on constructivism using problem solving approach for mathematics learning on the topics of social arithmetic, and its quality.
The development of the student worksheet follows ADDIE model, there are: analyze, design, development, implementation, and evaluation. The instruments of the research are validation questionnaire, student response questionnaire, learning observation sheet, teacher interview, and test.
The development process of student worksheet is: 1) analyze: need analyze, student analyze, and task analyze, 2) design: determining the component of the student worksheet based on analyze phase, 3) development: writing the student worksheet, doing expert validation, and revising student worksheet based on the validation, 4) implementation: implementing the learning process using student worksheet to examine its effectiveness and practicality, 5) evaluation: analyzing its effectiveness and practicality, and revising the student worksheet. The quality of student worksheet is: 1) the level of validity is 4,01, of 5 scales (valid), 2) the level of effectiveness is 80,56% (very effective based on student test), 3) the level of practicality are 81,6% (practice based on learning process observation), and 3,03 of 4 scales (practice based on student response).
Keywords: student worksheet, constructivism, problem solving, social arithmetic
Merdekawati SanniM.Si. Himmawati Puji Lestari2012-07-11T02:47:08Z2012-07-11T02:47:08Zhttp://eprints.uny.ac.id/id/eprint/2136This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/21362012-07-11T02:47:08ZSolving Problems In Mathematics Using The Personality Types As A Means Of Developing The Nation’s Character HARDIKNAS’(The National Education Day) 2011 is ‘ Indonesia resurgent and having the special character’. By developing the nation character, we hope it can create the superior Indonesian people.
Problem solving is the most important part that must be taught to the students. The six values of nation character can be given to the student through learning.mathematics problem solving.
We have to consider the difference character of each students before we give the six values for solving the mathematics problem. In this study the writer will use the classification personality type by David Keirsey.
Hopefully the result of this study enable the students to solve the problem in the daily life based on the value that can support their building character. Therefore the development of the nation character will be shown.
Key Words: nation character, mathematics problem solving, personality type
S M.J. Dewiyani 2012-07-11T02:47:08Z2012-07-11T02:47:08Zhttp://eprints.uny.ac.id/id/eprint/2137This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/21372012-07-11T02:47:08ZThe Enhancement of Mathematical Communication and Self Regulated Learning of Senior High School Students Through
PQ4R Strategy Accompanied by Refutation Text Reading
This study is experiment research with control group pretest-posttest design and aimed to examine the influence of PQ4R strategy and Refutation Text, school level, and student’s mathematical early knowledge toward achievement and enhancement of student’s mathematical communication ability and Self Regulated Learning. Subject of study as much as 241 students of class X from three Public Senior High School from high, medium, and low school level. Research instrument consist of one set of student’s mathematical communication, and one set of student’s Self Regulated Learning scale. Data analysis use Kosmogorov-Smirnov Test (Test-Z), Level Test, Test-t, one-way and two-way ANOVA, Post Hoc Test (Scheffe) and also Chi-Square Test. Study found that learning with PR4R strategy accompanied by Refutation Text Reading give consistent influence compared with conventional learning as viewed as a whole, based on school level and also mathematical early knowledge. In addition, study also found: (1) there is no interaction between learning (PQ4R) accompanied by Refutation Text reading and conventional and school level toward (a) student’s mathematical communication and (b) student’s Self Regulated Learning; (2) there is no significant interaction between learning and student’s mathematical early knowledge toward (a) student’s mathematical communication ability and (b) student’s Self Regulated Learning; and (3) there is association between student’s mathematical communication ability and student’s Self Regulated Learning.
Keywords: PQ4R, Refutation Text, Mathematical Communication, and Self Regulated Learning.
Tandililing Edy 2012-07-11T02:42:46Z2012-07-11T02:42:46Zhttp://eprints.uny.ac.id/id/eprint/2133This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/21332012-07-11T02:42:46ZGuided Reinvention the Sum of The Angles of TrianglesKamaliyah KamaliyahNovita Rita2012-07-11T02:42:27Z2012-07-11T02:42:27Zhttp://eprints.uny.ac.id/id/eprint/2129This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/21292012-07-11T02:42:27ZThe Relationship Between Reasoning, And Emotional Intelligence In Social Interaction With Mathematics AchievementThe objectives of this research are to determine the relationship between reasoning, and emotional intelligence in social interaction with mathematics achievement. The survey was conducted at SLTP 5 Yogyakarta, Indonesia with 90 respondents selected by random sampling.
The study reveals that there are positive relationship between: (a) reasoning and mathematics achievement; (b) emotional intelligence in social interaction and mathematics achievement. Together, there is a positive relationship between reasoning, and emotional intelligence in the social interaction with mathematics achievement.
Key words : Emotional Intelligence, Mathematics Achievement
H.S Rusgianto2012-07-09T03:11:58Z2012-07-09T03:11:58Zhttp://eprints.uny.ac.id/id/eprint/1873This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/18732012-07-09T03:11:58ZManaging Students’ Math-Anxiety Through Humanistic Mathematics Education
Prior to the national examination, there are many students and/or their parents often anxious excessively. Especially for math class, students often feel anxious not only at the time of the exam, but also long before the exam. Actually, not all anxiety is bad. Anxiety, within certain limits, can be managed so that it will turn into an intrinsic motivation that can help students perform better.
There are several reasons why students have anxiety about math. One of the reasons is an authoritarian teacher. Another reason of anxiety for students to learn mathematics is from the students themselves, such as low self-esteem or lack of confidence. Low self-esteem or lack of confidence can be generated by previous negative experiences when they learned mathematics.
There are many studies showing a negative correlation between mathematics anxiety and mathematics learning achievement. The question then is: what can be done by a math teacher to help students manage their anxiety? One possible way, teachers can help students to manage their anxiety by implementing humanistic teaching and learning. This paper will discuss how to manage the anxiety of students in learning mathematics through a humanistic mathematics education.
Key words: math-anxiety, humanistic mathematics education.
Widjajanti Djamilah Bondan 2012-07-09T03:11:54Z2012-07-09T03:11:54Zhttp://eprints.uny.ac.id/id/eprint/1872This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/18722012-07-09T03:11:54ZPre-Service Teachers’ Views Toward Mathematics Anxiety
This paper examines the views of pre-service teachers with regard to the dominaned factors of mathematics anxiety. There were a total of 50 pre-service teachers consisting of; 25 pre-service elementary school teachers, and 25 pre-service secondary mathematics teachersinvolved in this study. Questionnaires are used as data collection tools to see what the participants think about the dominaned factors of mathematics anxiety. The notion of “obstacles to teaching” is used as a framework to analyze the collected data. The analysis is carried out on the basis of three main categories to which teachers attribute views of mathematics anxiety; epistemological causes, psychological causes, and pedagogical causes. The data analysis reveals that pre-serviceteachers’ views toward mathematics anxiety tend to related factor, namely psychological causes.
Keywords: mathematics anxiety, pre-service teachers, teachers’ views
Ladysa Dina Rahman Bobbi Amelia Sindi 2012-07-09T03:11:49Z2012-07-09T03:11:49Zhttp://eprints.uny.ac.id/id/eprint/1871This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/18712012-07-09T03:11:49ZBuilding Character Education In Learning Mathematic There are many complains about attitude and behavior of students increasingly distant from values of the prevailing norms of society, for example there are still many students cheat during exams, being lazy, dishonest, lack of respect for his friends, promiscuity, drugs involved, and others. Eventhough Indonesian people have a tremendous opportunity to become a nation of character and dignity because it is all according to the Indonesian way of life. Lickona in Suyatno (2010) initiated the view that character education is a planned effort to help people understand, care, and act on ethical values/morals. All this time citizenship education is responsible for this condition, when all subjects have potential to develop characters, in this paper will be delivered how should a teacher of mathematics plan and appily learning mathematics based character education.
Key Words: learning mathematic, character education
Jaelani Abdulloh 2012-07-09T03:11:45Z2012-07-09T03:11:45Zhttp://eprints.uny.ac.id/id/eprint/1870This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/18702012-07-09T03:11:45ZImproving Students’ Creativity In The Proving The Validity Of Arguments Through Learning Strategy ”What’s Another Way”The purpose of this study was to describe the enhancing creativity of students in proving the validity of arguments through learning strategy "what's another way". This research was an action research with qualitative descriptive approach. The subjects were students of mathematics education UNIROW Tuban. The study was conducted in three cycles, Cycle I: Proof of Validity Arguments Directly, Cycle II: Proof of Validity Arguments Indirectly, and Cycle III: Validity Evidence Arguments Containing Kuantor. This research results in the following: In general, the learning strategy "what's another way" to improve the creativity of students in proving the validity of the argument. The main difficulty in proving the validity of the argument is as follows: a) the use of evidentiary rules of argument, and b) the idea of proof plan.
Key Words: creativity, proving, argument, validity, and ”what’s another way”
Warli Warli2012-07-09T03:11:34Z2012-07-09T03:11:34Zhttp://eprints.uny.ac.id/id/eprint/1869This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/18692012-07-09T03:11:34ZValue’s of Mathematics Education and Citizenship EducationCurrently, the Indonesian plane of life is miserable, inparticular on behavior. It is shown by the mushrooming acts of corruption, bribery, anarchy, public deceiving, traffic incompliance, etc. This mean any problem in nation character. The nation character building is the duty of citizenship education. The mission of citizenship education in Indonesian is develop or build the nation character as the instructional effects and nurturant effects. Whereas, another courses include mathematics course have to develop the nation characters through the nurturent effect of the instructional. This paper discussed about the relationship between values of mathematics education and characters contained in Citizenship Education.
Key word: value, character, mathematics, citizenship
Suyitno Hardi 2012-07-09T03:11:21Z2012-07-09T03:11:21Zhttp://eprints.uny.ac.id/id/eprint/1868This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/18682012-07-09T03:11:21ZCooperative Learning With Metacognitive Approach To Enhance Mathematical Critical Thinking And Problem Solving Ability, And The Relation To Self-Regulated Learning. Mathematical critical thinking and problem solving ability are the ability that are expected to be obtained by students after they have done the learning mathematics in schools. In fact, most students have difficulties in mastering these skills when they are faced with problems that require the ability of higher-order thinking skills. Implementation of cooperative learning model in which metacognition approach developed into one of the alternatives that should be done considering the importance of metacognition as the supporting aspects of the mastery of mathematical critical thinking and problem-solving ability. To determine the successful application of these learning models, then performed experiments in the form of research in East Jakarta to three junior high schools with the criteria are high, medium and low, as the sampled study. At each school were conducted experiments to 3 classes that were given different treatments. In Experiment class 1 model of cooperative approaches applied metacognition (KPM), in experiment class-2 was applied only cooperative model (KP), and was applied the conventional learning to the control class (KV). Samples are 309 students. During the implementation, students were given problems that require critical thinking and problem solving ability. By solving these kinds of problems the students trained to be introduced and familiarized with mathematics problem solving strategies. Based on the results of data analysis, the conclusion that mathematical critical thinking and problem solving ability and self-regulated learning differ significantly based on; early math ability of students, and the application of models of learning. Through the calculation of the value of n-gain as a function of the difference between pretest scores and postest, found that math critical thinking and problem solving ability with students studying mathematical models of KPM higher than students who studied with KP and KV model.
Key words: metacognition learning, cooperative learning, critical thinking skills, problem solving skills, self-regulated learning
Noornia Anton 2012-07-09T03:10:58Z2012-07-09T03:10:58Zhttp://eprints.uny.ac.id/id/eprint/1865This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/18652012-07-09T03:10:58ZDeveloping Learning Trajectory For Enhancing Students’ Relational ThinkingAlgebra is part of Mathematics learning in Indonesian curriculum. It takes one half of the teaching hours in senior high school, and one third in junior high school. However, the learning trajectory of Algebra needs to be improved because teachers teach computational thinking by applying paper-and-pencil strategy combining with the concepts-operations-example-drilling approach. Mathematics textbooks do not give enough guidance for teachers to conduct good activities in the classroom to promote algebraic thinking especially in the primary schools.
To reach Indonesian Mathematics teaching goals, teachers should develop learning trajectories based on pedagogical and theoretical backgrounds. Teachers need to have knowledge of student’s developmental progressions and understanding of mathematics concepts and students’ thinking. Research shows that teachers’ knowledge of student’s mathematical development is related to their students’ achievement. In fostering a greater emphasis on algebraic thinking, teachers and textbooks need to work more closely together to develop a clearer learning trajectory. Having this algebraic thinking, students developed not only their own character of learning and thinking but also their attitude, attention and discipline.
Key Words: Learning Trajectory, Relational Thinking
Armanto Dian Stephens Max 2012-07-09T03:10:50Z2012-07-09T03:10:50Zhttp://eprints.uny.ac.id/id/eprint/1863This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/18632012-07-09T03:10:50ZSupporting Student’s Thinking In Addition Of Fraction From Informal To More Formal Using Measuring ContextOne of reasons why fractions are a topic which many students find difficult to learn is that there exist many rules calculating with fractions. In addition, students have been trained for the skills and should have mastered such procedures even they do not ‘understand’. Some previous researcher confirmed that the problem which students encounter in learning fraction operations is not firmly connected to concrete experiences. For this reason, a set of measuring context was designed to provide concrete experiences in supporting students’ reasoning in addition of fractions, because the concept of fractional number was derived from measuring. In the present study we used design research as a reference research to investigate students’ mathematical progress in addition of fractions. In particular, using retrospective analysis to analyze data of fourth graders’ performance on addition of fractions, we implemented some instructional activities by using measuring activities and contexts to provide opportunities students use students’ own strategies and models. The emergent modeling (i.e. a bar model) played an important role in the shift of students reasoning from concrete experiences (informal) in the situational level towards more formal mathematical concept of addition of fractions. We discuss these findings taking into consideration the context in which the study was conducted and we provide implications for the teaching of fractions and suggestions for further research.
Key word: measuring context, addition of fractions, design research, emergent modeling
Anwar Lathiful 2012-07-09T03:10:24Z2012-07-09T03:10:24Zhttp://eprints.uny.ac.id/id/eprint/1881This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/18812012-07-09T03:10:24ZImproving The Mathematic Critical And Creative Thinking Skills In Grade 10th SMA Negeri 1 Kasihan Bantul On Mathematics Learning Through Problem-Based LearningThis research aims to describe: (1) implementation of the PBL that improve the mathematic critical and creative thinking skills and (2) improvement the mathematic critical and creative thinking skills of students with PBL. The research is Classroom Action-Research, which is consisted of two cycles. The research was conducted in SMA Negeri 1 Kasihan Bantul in August until December 2010. The subjects were all of the students in class X D which consist of 33 students. The data was obtained from observation sheet, field notes, documentation, interviews, and tests of critical and creative thinking skills in mathematics learning. The data validation has done by triangulation. The results shows that the implementation of the PBL which can improve the students’ mathematics critical and creative thinking skills consist of four steps: (1) engagement, (2) inquiry and investigation, (3) performance, and (4) debriefing.
Keyword: critical thinking, creative thinking, problem based learning
Happy NurinaM.S. Endang Listyani2012-07-09T03:10:15Z2012-07-09T03:10:15Zhttp://eprints.uny.ac.id/id/eprint/1884This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/18842012-07-09T03:10:15ZDevelopment Of Learning Material Of Pakem-Plus For Mathematics Lesson At Elementary School
Active, creative, effective, and enjoy full learning (PAKEM) needs to be supported by good teachers’ understanding about both of content and choosing context. In Aceh Province having Islamic educational concept, it is rather difficult to find teachers who have both good knowledge and religious concept. To solve that problem, this research develops some learning material for PAKEM to grow optimally potential students, teachers, and culture (including the Islamic culture) and to improve the education quality, which is writer called PAKEM-Plus. Learning material developed consist of teacher’s guidebook, lesson plan, student’s worksheet, and classroom assessment for mathematics at grade 5 which satisfy validity and practicality criteria. This is a developmental research to develop a learning material. The result of this research is a learning material has satisfied validity and practicality criteria.
Key word: Active, creative, effective, and enjoy full learning (PAKEM), Islamic culture
Johar Rahmah 2012-07-09T03:10:09Z2012-07-09T03:10:09Zhttp://eprints.uny.ac.id/id/eprint/1879This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/18792012-07-09T03:10:09ZThe Use Of Coastal Potency In Learning Mathematics To Enhance Social Skills Of Junior Secondary School StudentsSocial skills of junior secondary school students in coastal area are still considered low due to the lack of interaction in mathematics learning. Interaction in coastal class can be done by using coastal potency problem. The objective of this study is to enhance students’ social skills by using coastal potency in learning of mathematics (CCTL). Junior secondary school sample is randomly selected from 10 classes in SMPN 5 Kendari. Two classes are randomly selected from the school sample, experiment class (CCTL) and control class (conventional teaching and learning, CVTL). Instrument that was used in this research is scale of social skills. Data are analyzed by using a qualitative-descriptive technique, one-sample T test, and independent-sample T test. Based on the result of data analysis, it can be concluded that the use of CCTL is significantly better than CVTL in enhancing the students’ social skills, however it’s still in the medium category.
Keywords: coastal potency, social skills, coastal potency-based contextual teaching and learning (CCTL)
Kadir Kadir2012-07-09T03:10:04Z2012-07-09T03:10:04Zhttp://eprints.uny.ac.id/id/eprint/1875This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/18752012-07-09T03:10:04ZHambatan Epistemologi (Epistemological Obstacles) Dalam Persamaan Kuadrat Pada Siswa Madrasah Aliyah Mathematics is basic knowledge for the students. That is need by student, to continue their education to higher levels. The purpose of learning mathematics did not just limit to the knowledge in the calculations, but more importantly, when individuals understand the math, their thinking become more rational and critical. The goal of learning mathematics is to equip student with problem solving ability. Quadratic equation is one of the school mathematics curriculum. Development of concepts and strategies in the quadratic equation illustrate can be developed mathematical communication ability, mathematical connections, mathematical reasoning and mathematical problem-solving. In fact many students have difficulty in understanding the concept of quadratic equations. This study examined the epistemological obstacles that were reviewed from three aspects. The first is aspects of the tendency to rely on deceptive intuitive experiences, this aspect of the tendency to generalise and trend aspects is the obstacles caused by natural language. The method used in this study was a case study, and take the subject of research of 36 students answer in Islamic Senior High School (MAN 2) Bandung who sat in class XII IPA. The study found that 90.56% due to their the tendency to rely on deceptive intuitive experiences, 95.56% due to the tendency to generalise, and 96.67% due to the obstacles caused by natural language.
Key Word: Learning Obstacles, Epistemological Obstacles, Quadratic Equations, problem-solving ability
Setiawati Euis 2012-07-09T03:09:58Z2012-07-09T03:09:58Zhttp://eprints.uny.ac.id/id/eprint/1877This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/18772012-07-09T03:09:58ZJunior High School Students’ Abstraction In Learning Geometry
Abstraction is a fundamental process in learning mathematics. Although it is a fundamental process but it is still an unfamiliar issue in mathematics education. On the other side, geometry, one of the fields in mathematics, consists of abstracts ideas having big portion in Junior High School. It is known that in this stage most students’ still thinks in concrete orientation. That is why it is necessary to know how the abstraction process in learning geometry. The aims of this research are capturing the students’ abstraction process during geometry instruction process and capturing students’ abstraction process during solving geometry problems. It is a qualitative research study. This research was conducted at Public Junior High School I Cimahi in RSBI classes, which subjects are students in grade VII. The data were collected by observation, test, and interview. Further the data were analyzed using analytical induction and constant comparative techniques. The results of this research are (1) the type of students’ abstraction process when learning geometry is a theoretical abstraction process and (2) the students’ abstraction process in solving geometry problems in that class is a type of abstraction, namely empirical abstraction process. However, the student’s abstraction has emphasis in terms of aspects of abstraction. The aspect of identifying objects’ characteristics through field experiences is more dominant than others.
Key Words: Abstraction, Geometry, Empirical abstraction, Theoretical Abstraction.
Nurhasanah Farida2012-07-09T02:17:31Z2012-07-09T02:17:31Zhttp://eprints.uny.ac.id/id/eprint/1791This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/17912012-07-09T02:17:31ZThe Implementation of Generative Learning With Open-Ended Approach to Improve Mathematics Student Achievements on Muhammadiyah 44 Pamulang
The aims of this paper is to present the results of research on the implementation of generative learning with open-ended approach (PGPOE) to improve Mathematics student achievements on SMP Muhammaditah 44 Pamulang. This research is a quasi-experiment with t-test analysist. There are significant differences between the experimental class and the control class on the Mathematics student achievement. The results show the average student achievement of students' in the experimental class (34.7) is higher than the control class (24.2). There are 97% of students who are taught using PGPOE gave positive comments on PGPOE, and there are 41% of students who had not liked to be liked math.
Key Word: Mathematics student achievement, generative learning with open-ended approach (PGPOE).
Yumiati Yumiati2012-07-09T02:17:26Z2012-07-09T02:17:26Zhttp://eprints.uny.ac.id/id/eprint/1797This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/17972012-07-09T02:17:26ZA Pedagogical Value From Mathematical MistakesA real correct and mistake basically have the same point. Mistake done by student during doing mathematics problem can have the positive values and worth to develop the new mathematics concept. In mathematics teaching, process to understand a concept sometimes will be easier if besides gave a lead real correct and also accompanied by the counter of example from looking the aspect of mathematics mistake good for student and to learn in developing values pedagogic such thinking critical, logical, analytical in exploring to born the new mathematics. We often dismiss a mistake as something to be avoided and at best to be corrected as soon as possible. Many types of algebraic mistakes and purely arithmetic ones and discusses how they can be channeled into positive, useful learning, and growing experience. Mathematical Mistake can be used as a springboard for developing new mathematics and can be use to turn negative experiences into positive ones.
Key Words: Mathematical Mistake, Pedagogical Values
Kadir Kadir 2012-07-09T02:17:17Z2012-07-09T02:17:17Zhttp://eprints.uny.ac.id/id/eprint/1798This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/17982012-07-09T02:17:17ZThe Use Of Cabri 3D Software As Virtual Manipulation Tool
In 3-Dimension Geometry Learning To Improve Junior High School Students’ Spatial Ability
This study is aimed to know students’ spatial ability who work under 3-dimension learning use Cabri 3D software at Junior High School in Bandung. The using of Cabri 3D software as manipulative tool in 3-dimension geometry learning can reduce misperception about 3-dimension materials. This study is quasi-experiment and the instruments cosist of spatial ability test and students’ worksheet. This study is conducted for 8th grade students at Junior High School in Bandung.
Based on study result, it is found that students’ spatial ability enhancement under the learning, where Cabri 3D software is used, than those who were taught by conventional learning. From five elements of spatial ability based on Meir (1976), only 2 elements of spatial ability which do has no improve merit significantly, namely, perception ability component and visualization ability, while rotation ability, relation ability and orientation ability have improved significantly.
Key Words: Cabri 3D Software, Virtual Manipulation Tool, Geometry 3 Dimension, Spatial Ability
Subroto Toto 2012-07-09T02:17:12Z2012-07-09T02:17:12Zhttp://eprints.uny.ac.id/id/eprint/1811This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/18112012-07-09T02:17:12ZImproving The Quality Of Learning In Geometry Transformation Course To Encourage Students Learning Independence
Through The Lesson Study Approach
The quality of learning outcomes is largely determined by the quality of learning. Hence, it needs to design a learning activity that can improve the individual quality of students. One way to improve the individual quality is by supporting students to learn independently. This study aims to improve the quality of learning in Geometry Transformation course in order to encourage students to learn independently through Lesson Study approach. This study uses Classroom Action Research (CAR) which is conducted in four cycles. The result of this study shows that the independence of students learning from cycle one till cycle four are raising and priding. The quality of learning outcomes indicated by: (1) the completion of tasks is in the excellent category, (2) the average of test results is in good category, (3) the interaction study among students is very good, and (4) the interaction between students with teaching materials is very well.
Key words: learning quality, learning independence, Lesson Study
Junaedi Iwan 2012-07-09T02:17:06Z2012-07-09T02:17:06Zhttp://eprints.uny.ac.id/id/eprint/1809This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/18092012-07-09T02:17:06ZReforming Mathematic Through The Concept Of Cooperative Learning By Using The Technique Think-Pair-Share Focusing On Cube And Cuboid To Improve The Study Result And Activity Of Students From Banyubiru 1 State Middle School Class Of Viiie In Semarang District On Their Second Semester Year Of 2010/2011Determining the use of mathematical model is very influential on students’ study outcomes and activity. In deciding the mathematical model, teacher should consider students’ characteristic, the material, and also the students’ habits. So far, mathematics teacher of class VIII E SMP Negeri I Banyubiru Kabupaten Semarang tend to use the method of lecture and mechanistic structural because he feel that this is the easiest method for the students to digest. Furthermore, the teacher only uses props on materials that are considered hard. This style of teaching from the teacher has an impact on students. Students tend to be passive when lecture is in process resulting in less student activity and also minimum result on their study. This is proven by their average mark which is 60.51 and the limit to pass is 38.7%. Because of this, reforming mathematic through the concept of cooperative learning by using the technique think-pair-share is needed. This research of type“Penelitian Tindakan Kelas” (PTK) with 3 trialwhereas in trial 1, the average increases to 89,9 and the limit to pass is 96,77% and the student activity is 28,35%; for the second trial, the results are the average of 92,55 with the limit to pass 100% and the student activity is 41,38%; and for the last trial the results are the average of 96,29 with the limit to pass 100% and the student activity is 52,12%.
Key Words: classroom action research, Cooperative Learning Tipe Think-Pair-Share, space cube and cuboid.
Suharyanti Evi S Theofelus Galih Rahayu Margi Kriswandani Kriswandani2012-07-09T02:16:59Z2012-07-09T02:16:59Zhttp://eprints.uny.ac.id/id/eprint/1805This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/18052012-07-09T02:16:59ZPMRI and Metacognitive ScaffoldingPMRI (Pendidikan Matematika Realistik Indonesia) has been implemented in some Primary Schools in Indonesia since 2001. Sanata Dharma University (USD) in Yogyakarta is one of the four universities which founded the PMRI Movement. Sanata Dharma University tries to keep its commitment to apply and develop PMRI as one alternative to improve the quality of mathematics education in Indonesia. In the process of development, P4MRI in USD also pays attention to the results of research in various disciplines, e.g. cognitive psychology, cognitive science and neuro science. One of the weakness of mathematics teaching and learning in Indonesia is the teacher centre approach. It is used in practice by most of teachers in the classroom. Their paradigm is related to teaching paradigm. In PMRI we use the learning paradigm in practicing the idea of Freudenthal that mathematics is human activities and pupils learn mathematics based on their experiences. We ask teachers to help students improving their understanding of mathematics by familiarizing them to pose questions to themselves: what, how and why. In solving a problem, the teacher lets them freely to find out their strategy and discuss it in their small group. The teacher helps them by giving some comments on their planning of solution or some suggestions, e.g. “ do some exploration, make a table or a figure, or specialize!”
Key words: PMRI, Metacognition, Metacognitive Scaffolding
Marpaung Yansen.2012-07-09T02:16:53Z2012-07-09T02:16:53Zhttp://eprints.uny.ac.id/id/eprint/1807This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/18072012-07-09T02:16:53ZIdentification Critical Thinking Stages Of Students’ Mathematics Education Study Program FMIPA UNNES For Solving Mathematics ProblemsThis research is qualitative research that purpose to describe critical thinking stages of college students for each level of critical thinking skills in Mathematics Education Study Program FMIPA UNNES for solving mathematics problems. In the clarification, a subject in critical thinking level 0 until level 3 showed the same characteristic that is getting the information in the picture, and be able to create images to get additional information. In the assessment, subjects in critical thinking level 0 just dig a small portion of relevant information, the subject in critical thinking level 1 until level 3 dig most of the information. In the inference stage, a subject in critical thinking level 0 to level 2 only using inductive thinking, subject in critical thinking level 3 using deductive thinking. In the strategy stage, a subject in critical thinking 0 using the analogy or not can come up with strategies employed, subject in critical thinking level 1 and level 2 using the analogy, subject level 3 using his own ideas by looking for relationships in solving problems.
Keywords: critical thinking, the stages of critical thinking, clarification, assessment, inference, strategies , and solving mathematics problem.
Kurniasih Ary Woro 2012-07-09T02:16:41Z2012-07-09T02:16:41Zhttp://eprints.uny.ac.id/id/eprint/1803This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/18032012-07-09T02:16:41ZCreating And Solving Model Of Linear Equation Through The Balance At Junior Secondary Class
Algebra is one of the most difficult subject felt by most students and this strand is just started given to the students at early junior secondary school. Infact, if we can manage the algebra subject wisely and attractively, it can be predicted that the students’ conceptual understanding algebra would be relatively improved.
A study was conducted to the Year 7 students at a Junior Secondary of Laboratory School of UPI. The class was set to learn the linear equation topic by using balance (scales).
Through a weighing activity, the students were able to design linear equation models. They followed a guidelines created by the teacher and researcher. The students were not only able to create linear equation models, but also were able to solve mathematical model of linear equation. By using steps of balance (weighing), finally the students were able to know the weight of a hidden quantity.
A number of teachers were involved in an observation activity which were designed in a lesson study context. Information related to the students’ reaction as well as the teachers’ reaction toward the implementation of creating and designing models of linear equation. The information were analysed qualitatively. The results indicate that introducing the linear equation through the scale (balance) were responded positively by the students. A brief interview with the students indicated that the students fluently could solve linear equation, and find the value of variable which infact as a weight variable. This variable seemed to be the weight of hidden variable as the solution of the linear equation.
Moreover, the students were able to interpret the process of weighing to the form of linear equation, since then the students solved it and found the solution of the problem.
While other teachers as observers at the lesson gave comments that the model teacher had practiced the concept of linear equation by using unusual way of teaching.
Intuitively they solved the linear equation by using step by step of weighing process and determined how much weight of an object. The process of weighing and thinking are parallel to solving a linear equation.
Data of test results regarding the linear equation indicated that the students’ understanding of linear equation improved. The researchers recommend to use the balance (scales) as an alternative to teach the topic of linear equation.
Keywords: Balance, realistic, and lesson study.
Turmudi Turmudi2012-07-02T08:09:57Z2012-07-02T08:09:57Zhttp://eprints.uny.ac.id/id/eprint/1376This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/13762012-07-02T08:09:57ZDeveloping Teaching Materials By Using Computer-Assisted
Problem-Based Learning
Computer-Assisted Problem-Based Learning (CAPBL) as a learning approach requires good teaching materials to make the learning process works effectively according to the characteristics and objectives of problem-based learning approach. Similarly in mathematics, appropriate teaching materials are adjusted to the characteristics of the subjects of mathematics that need to be delivered through CAPBL support towards the achievement of learning objectives.
CAPBL is a learning approach that concerned extremely to the emphasis ofcomplex and open-ended problem as the basis for learning that will be faced by students in small groups; the emphasis of the role of students as who are responsible for their own learning; and the emphasis of the role of teacher as a facilitator, assisted by computer as a media that is expected to facilitate the learning process.
Defining a clear idea of the problems; group learning; student role; teacher role; and assessment in problem-based learning and the role of computer in CAPBL will make the development of teaching materials matches to the characteristics of PBL itself. When that happens, CAPBLwill work effectively to be used on the teaching materials as well as it supports the learning process.
Key Words: Problem-Based Learning, Computer Assissted Problem-Based Learning, teaching materials.
Mudrikah Achmad 2012-07-02T08:09:45Z2012-07-02T08:09:45Zhttp://eprints.uny.ac.id/id/eprint/1373This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/13732012-07-02T08:09:45ZStudents’ Achievement In Developing Instructional Material Of Junior High School Mathematics In English Through Implementation Of Peer Assesment In Cooperative SettingThis research proposes that to study students’ achievement in developing the instructional material of Junior High School Mathematics in English through implementation of peer assessment in cooperative setting.
The subject of this study are fifth semester students of Study Program of Mathematics Education, Malang State University, offering AY 2010/2011. Descriptive study is implemented in this study. The researcher analizes syllaby, lesson plan, worksheet, media, assessment, and scenario that developing by students for teaching mathematics in English.
This research concludes that students’ achievement in developing instructional material of junior high school mathematics in English through implementation of peer assessment in cooperative setting is good.This research also found that students work cooperatively and appreciate each other during the teaching learning process in coooperative setting.
Key words: instructional material, teaching mathematics in English, peer assesment, cooperative
Sa’dijah Cholis 2012-07-02T08:09:37Z2012-07-02T08:09:37Zhttp://eprints.uny.ac.id/id/eprint/1371This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/13712012-07-02T08:09:37ZImproving Mathematics Comunication Ability Of Students
In Grade 2 Through PMRI Approach
The aim of this research is to find how can students improve their communication ability in mathematics classroom using PMRI approach. This descriptive research was conducted at second grade of SDN 117 Palembang. Subject of this research is 36 students. Data were collected using observation, and documentation technique. Based on some evidences, from six groups can be seen that they able to solved problems, communicate, discuss in their groups, and make a presentation.
Key words: PMRI, Mathematics Comunication
Putri Ratu Ilma Indra2012-07-02T08:09:31Z2012-07-02T08:09:31Zhttp://eprints.uny.ac.id/id/eprint/1370This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/13702012-07-02T08:09:31ZImproving Student’s Emotional Intelligence By Mathematics Learning
This paper aims to provide a description of realistic mathematics education in improving emotional intelligence. Mathematics is a tool that can be developed to foster thinking (reasoning) and attitudes (emotions) (Nelissen, 2007). Emotional intelligence is the ability to feel, understand and effectively apply the power and emotional sensitivity as an energy source and as a motivator. The models that emerged from students' mathematical activity can promote interaction in class, thus leading to the level of mathematical thinking and higher learning meaningful democracy. Thus, learning mathematics is a realistic learning actively involves students both physically and mentally (student centered learning), and be democratic, so as to have a better profile in the critical thinking skills and emotional intelligence of students.
Keywords: emotional intelligence, learning, mathematics, constructive, interactive, reflective, realistic
Hasratuddin Hasratuddin2012-07-02T08:09:26Z2012-07-02T08:09:26Zhttp://eprints.uny.ac.id/id/eprint/1369This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/13692012-07-02T08:09:26ZDeveloping Mathematics Teaching Material “Investigative”
for Pre-Service Mathematics Teacher
Teaching material are significant component for supporting teaching-learning activities. Based on the teaching material, goal and the kinds of learning activities are determined. Also, the interaction among learning components are determined by teaching material design. Therefore, teaching material have central role that ascertain learning activities.
Unfortunately, current teaching material not continually suitable with the newest situation or real class situation. Therefore it is needed continous effort to develop so that it is able to overcome the dynamic learning situation. Based on the reason this reseach focus on developing teaching material that is able to facilitate the learner are able to do investigation, and in this article named as Investigative Teaching Material.
Try out result recommend that, activities structure of investigation must be “strong structured” and “strong organized”. The detail of the activities are as follow: (information display, (2) preliminaries activities from real situation, (3) investigation activities in semi abstract level, (4) generalization, and (5) internalization.
Key Words: Developing, Mathematics Teaching Material, Mathematics Teacher
Parta I Nengah 2012-07-02T08:09:21Z2012-07-02T08:09:21Zhttp://eprints.uny.ac.id/id/eprint/1368This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/13682012-07-02T08:09:21ZDeveloping Teacher’s Character Through Lesson Study ActivitiesThe learning process conducted by a teacher is highly influenced by the character of the teacher. Teachers having good character will implement their teaching not only emphasizes the purely intellectual but also will build the character of the students in terms of improving the spiritual, emotional, ethical, moral, tolerance, self-contained, self-confidence, mutual respect, responsibility and environmental stewardship. Lesson Study currently being intensified is considered very beneficial to the character development of teachers. This paper is based on the author's experience as a supervising lecturer in Lesson Study, accompanied by supporting references. In this paper, described the role of Lesson Study in developing the character of the teacher in order to obtain a more explicit regarding the figure of a teacher of character.
Key words: character, lesson study.
Arliani Elly2012-07-02T08:09:16Z2015-02-03T04:25:18Zhttp://eprints.uny.ac.id/id/eprint/1367This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/13672012-07-02T08:09:16ZDeveloping Mathematics-Students Worksheet Based On Realistic Approach For Junior High School In Bilingual Program The aim of this study is to develop mathematics-student worksheet based on realistic approach for junior high school in bilingual program. The criteria used to generate product are valid and practical.
This research was applying the Research and Development design as adapts the development model of Borg and Gall (1983). Those are (1) need analysis, (2) product develompemnt (3) organization of learning material prototype (4) trial run, (5) product revision and (6 ) final result.
In its development, mathematics-student worksheet has been tested through formative evaluation that covers several stages, i.e. content or material expert review, instructional design expert review, instructional media expert review, individual test, small group test and field test. The formative evaluation results in form of suggestion, response or assessment used as feedback in revising and finishing the mathematics-student worksheet.
The content or material experts review, the instructional design expert review and the instructional media expert review of mathematics-student worksheet result in " very good" category with percentage of 90%. According to the students’ responses, it was found that students worksheet was very interesting, exciting and can help the students to comprehend the concept.
Key Words: Student worksheet, Realistic Mathematics
Dhoruri AtminiWijaya AriyadiRosnawati R.2012-07-02T08:09:11Z2014-12-24T00:30:56Zhttp://eprints.uny.ac.id/id/eprint/1366This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/13662012-07-02T08:09:11ZDeveloping Students’ Character Through Mathematics Teaching And Learning
The National Education System mandates that the national education serves to develop and shape the character and civilization of the nation. This confirms the quality of Indonesia's human to be developed by each educational unit. This normative national education goals need to be elaborated and implemented in the teaching and learning process, including mathematics teaching and learning. Mathematics teaching and learning should be well designed so that it can be used as a tool in developing positive character of students. Through the mathematics teaching and learning, implicitly or explicitly, can be developed variety of positive characteristics, such as critical thinking skills, logical thinking skills, analytical thinking skills, or meticulous. Such mathematics teaching and learning needs to be done consistently so will lead to habituation to the students that if beyond a certain limit, it belongs to the students' habits and entrenched in him.
Key words: mathematics teaching and learning, character
Mahmudi Ali2012-07-02T08:09:06Z2012-07-02T08:09:06Zhttp://eprints.uny.ac.id/id/eprint/1365This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/13652012-07-02T08:09:06ZCreating Joyful Atmosphere In Mathematics Learning For Elementary School Students By Implementing Kopermatik Aids The goal of the present study is to create joyful atmosphere in mathematics learning by implementing Kopermatik (the Box Games Realistic Mathematics), a set of mathematical teaching aids that are equipped with realistic mathematics worksheets and they are designed in the form of the game. Kopermatik development is an attempt to enrich the variety of aids and math games, for which its implementation in schools is to create a joyful atmosphere. The population of this research is students of SDN 44 Ampenan the academic year 2009/2010 (high grade classes) and 2010/2011 (low grade classes). The classroom setting uses cooperative model, four students in one group, who learn while playing Kopermatik aids and fill in worksheets that contain developing concepts and realistic problems. Based on a questionnaire filled out by teachers who are involved in the study, all teachers feel good, easy and helpful to learn to use Kopermatik aids. Students have good attitude and appreciation by learning using Kopermatik, where 97.1% students enjoy learning with Kopermatik, 93.1% enjoy learning in groups, and 81.2% of students feel confident to be in front of the class. The effectiveness of learning with Kopermatik is high, i.e the understanding of the concept of learning outcomes achieved a score of 82.5, while the ability to solve realistic problems reaches a score of 76.4. These results indicate that the implementation of Kopermatik for all grades of students in SDN 44 Ampenan can make students more active, creative and joyful in mathematics learning.
Keywords: Kopermatik aids, understanding concepts, realistic problems, joyful atmosphere, elementary school
Subarinah Sri 2012-07-02T08:09:01Z2015-02-02T02:50:04Zhttp://eprints.uny.ac.id/id/eprint/1374This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/13742012-07-02T08:09:01ZDeveloping Students’ Entrepreneurial Spirit Through The Subject Ilmu Hitung KeuanganThis article was written to share the experience of teaching 'trading or doing business' in the subject of Ilmu Hitung Keuangan in 2010. Also sharing about appeared ‘kantin kejujuran’ or the honesty canteen in Mathematics and Natural Sciences Faculty of Yogyakarta State University in early 2011. Based on the syllabus, there is topic about trading that makes lecturer are motivated to participate in developing the entrepreneurial spirit of students. The way taken by the lecturer was giving big trust to the students to manage funds for trade. Before trading begins, students should discuss about what are the things that can be bought cheaply and then sold with ease so that will give them the advantage. The result is that all groups got benefit. 4 groups formed are the group of donuts, accessories, snacks, and stickers. Then groups of food division that are donuts group and snack’s one were part of the pioneers of honesty canteen. This method is in line with expectations lecturers to participate and develop entrepreneurship on campus.
Keywords : Bussiness, entrepreneurship, trust.
Subekti Retno2012-07-02T08:06:57Z2012-07-02T08:06:57Zhttp://eprints.uny.ac.id/id/eprint/1364This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/13642012-07-02T08:06:57ZInternal Consistency Reliability Of Instruments Measuring Students Satisfaction As An Internal Customer (Application Of Factor Analysis)Reliability is consistency of the instrument in measurement whatever it measures. There are different methods available for estimating internal consistency reliability base on a single administration of a given assessment. Measures of internal consistency are a popular set of assessments with Cronbach’s alpha () being the most favored. Two other measures of internal consistency, such as theta (Θ) and omega (Ω). Each of three measures and its computation is described using instrument for measuring students’ satisfaction as internal customer. Students’ satisfaction is the level of a student’s felt state resulting from comparing a product’s perceived performance (outcome) in relations to the student’s expectation. The purpose of this study to answer which of the three measures a highest one? The research was survey research using simple random sampling methods. The instrument was based on the definition above and it was tried out to 103 Post Graduate students’ State University of Jakarta (Universitas Negeri Jakarta). Because alpha () is a lower bound reliability assessment so this research the following holds < Θ < Ω for this instrument. It can be concluded that the questionnaire measuring students’ satisfaction has appropriate internal consistency reliability. Further try out is still needed to standardize the instrument.
Key words: internal consistency reliability , Θ, and Ω, students’ satisfaction as an internal customer
Margono Gaguk 2012-07-02T06:45:39Z2012-07-02T06:45:39Zhttp://eprints.uny.ac.id/id/eprint/1360This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/13602012-07-02T06:45:39ZMembangun Karakter Pebelajar Unggulan Melalui Pembelajaran Matematika
Ministry of National Education has proclaimed the needs to develop Character Education in every educational level. In order to help better implementation of character education, the author proposes to focus the mathematics teaching and learning to produce excellent learner characters, i.e. learners which have: (1) self initiative, (2) critical, creative, and innovative thinking, and (3) wise and cautious. In addition to teaching mathematical content, the author suggests the mathematics teachers to use mathematician autobiography as a tool to realize the importance of those excellent characters, and use the classroom as a place for modeling those characters. In addition, the author suggests the use of cognitive conflict, puzzles and module system approach to develop the excellent learner characters.
Keywords: Cautious, Creative, Critical, Character, Excellent Learners, Innovative, Mathematics, Self Initiatives, Teaching and Learning Activities, Thinking, Wise.
As’ari Abdur Rahman 2012-07-02T06:45:34Z2012-07-02T06:45:34Zhttp://eprints.uny.ac.id/id/eprint/1359This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/13592012-07-02T06:45:34ZImproving Student’s Motivation To Learning Math By Cooperative Learning Technique Make A MatchThis study aims to enhance student’s motivation to learn mathematics by cooperative learning techniques make a match.
This study is classroom action research who carried out collaboratively between researchers and mathematics teacher of class experiment and assisted by three observers at each meeting. Subjects were students of class VIII C SMP Negeri 14 Yogyakarta on scholl year 2008/2009, which consists of 35 persons with a heterogeneous capabilities. Research carried out in 2 cycles. Cycle 1 consisted of 4 meetings, and every meeting there which lasted for 2 x 40 minutes and some are held for 1 x 40 minutes. Cycle 2 consists of 2 meetings with each meeting lasted 2 x 40 minutes. The techniques to collect the data are done through observation, interview, questionnaire, and documentation.
The results showed an increase in student’s motivation to learn mathematics after given action in the form of cooperative learning techniques make a match. In general, the implementation phase of learning is discussion on group using worksheet, the explanation the results of discussion by students, critism of the results of discussions, the game looking for a partner and asked questions among students, and group awards.
Keyword: motivation to learning, cooperative learning technique make a match.
Ramadianti Winda2012-07-02T06:45:04Z2012-07-02T06:45:04Zhttp://eprints.uny.ac.id/id/eprint/1357This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/13572012-07-02T06:45:04ZCharacter Development In Mathematics Problem-Based LearningConcept of learning is an active process to construct meaning as the result relating new ideas on the previous understanding. Therefore, learning mathematics in the classroom is a process to build a deep understanding by the students through activities designed by teacher. Teacher-designed activities in learning are not only to developing means but also to developing student’s character that will be used for the provision of social life. Therefore education is required not only to build an understanding to students, but also must be able to perform his role and function to inculcate moral values and character. Then, the purpose of education is really a human being who has the knowledge and personality fit with the character of the Indonesian nation. Mathematics Problem based learning could be the way to reach those purposes. The results of this research are (1) problem-based learning can be used as a means to build character behavior and social skills students at the junior high school, (2) Character behavior and social skills that can be built include trustworthy, respect, individual accountability, social responsibility, concern, questioning skills, gives an idea or opinion, being a good listener and cooperation.
Key words: Mathematics problem-based learning, Nation character
Noer Sri Hastuti 2012-07-02T06:44:52Z2012-07-02T06:44:52Zhttp://eprints.uny.ac.id/id/eprint/1355This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/13552012-07-02T06:44:52ZIntegrated Mathematics Teaching as an Effort to Teach
Mathematics More Interesting
This article presents an idea of inegrated mathematics teaching as an effort to teach mathematics more interesting. In this approach, the mathematics notions are related with the topics from mathematics or the other fields which is relevant.
In this article, it will be discussed the strategy of integrated mathematics teaching and it gives an example of teaching mathematics that related with biology or physics. It will be hoped that by performing this strategy, the mathematics teaching will be more interesting. Hence, the students’ mark will be increasing.
Key Words : integrated teaching, integrated mathematics teaching.
Chandra Tjang Daniel 2012-07-02T06:44:39Z2012-07-02T06:44:39Zhttp://eprints.uny.ac.id/id/eprint/1353This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/13532012-07-02T06:44:39ZScaffolding Strategy In Mathematics LearningMathematics learning should be designed so that it is oriented to the goal which is focused on process. Learning orientation is focused on the development of ‘mathematical thinking’ and ‘mathematical disposition’. Then, the teaching-learning process is conditioned in order that student is actively to construct “meaning” through the process of self-experience, not just knowing. In such conditions the teacher's role shifted from mere "showing and telling" to be facilitators and guidance who can be responsive to students' development of thinking processes which proceed from the actual ability toward potential ability to construct mathematical knowledge. These efforts, among others, carried out by presenting a learning construction which is appropriate with the tradition of socio-constructivism. One of the most important tradition of socio-constructivism is the idea of scaffolding in practice learning. This study describe the role and strategy of scaffolding in mathematics learning.
Key words: Scaffolding Strategy, Mathematics Learning.
Machmud Tedy 2012-07-02T06:44:33Z2012-07-02T06:44:33Zhttp://eprints.uny.ac.id/id/eprint/1351This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/13512012-07-02T06:44:33ZThe Influence Of The Use Of E-Book And E-Learning Base In Students Achievement
One of way to increase the students achievement of mathematics departement Siliwangi Univercity of Tasikmalaya, net to development of learning model e-book and e-learning basic in analytic Geometry Learning. It is based on the result of students’study for analytical Geometric cis is not maximum. So, hopefielly if the result of analytical Geometric learning increase, the students’ achievement will increase too.
This observation, e-book and e-learning basic in Geometric analytical, is to develop thr learning model, increase the students’ achievement of mathematic department and analysis students responses in using of this models.
The conclusion is that the development of e-book and e-learning model in analytical geometric implementation can increase the students achievement and the responses of mathematics students of Siliwangi Univercity in Tasikmalaya is positive.
Key words : electronical book and electronical learning
Supratman Supratman2012-07-02T06:44:22Z2012-07-02T06:44:22Zhttp://eprints.uny.ac.id/id/eprint/1350This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/13502012-07-02T06:44:22ZPenginvestigasian Objek Fungsi Sebagai Hasil Pengkapsulan Proses: Suatu Studi Kasus Untuk NURIPiaget, Dienes, Davis, Greeno, Dubinsky, Sfard, Gray & Tall memberikan perhatian yang sangat besar terhadap transisi dalam berpikir matematis dari proses ke objek. Piaget banyak bekerja untuk matematika elementer, sedangkan Dubinsky dan Sfard banyak bekerja untuk matematika yang lebih advance. Sfard mengusulkan dua pendekatan untuk pemerolehan dan pengembangan konsep, yang satu operasional yang berfokus pada proses, dan lainnya struktural, yang berfokus pada objek. Istilah yang diperkenalkan oleh Sfard ini secara berturut-turut adalah sama dengan yang diperkenalkan Piaget, yaitu abstraksi empiris dan abstraksi pseudo-empiris. Dubinsky menyatakan bahwa tindakan (action) akan menjadi proses (process) ketika individu dapat menggambarkan atau merenungkan semua langkah dalam transformasi tanpa harus melakukan . Proses akan menjadi objek ketika individu menjadi sadar akan totalitas proses. Tall mengusulkan teori prosep, yang mempertimbangkan proses, konsep dan simbol. Penelitian ini bertujuan untuk mengetahui bagaimana individu mempertimbang- kan beberapa prosedur untuk proses yang sama dalam membangun konsep fungsi sebagai objek mental dan untuk mengetahui bagaimana individu mempertimbangkan konsep fungsi sebagai objek mental yang dihasilkan melalui pengkapsulan proses
Kata kunci: prosedur, proses, konsep, prosep, objek
Sudirman Sudirman2012-07-02T06:44:16Z2012-07-02T06:44:16Zhttp://eprints.uny.ac.id/id/eprint/1349This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/13492012-07-02T06:44:16ZLeveling Of Students Critical Thinking Abilities In Mathematics Problem Solving In Line With Gender Differences
This qualitative research aims at exploring the values implemented by the teachers in matehamtics problem solving classroom. The subjects are three mathematics teachers in secondary school in Palembang. Data were collected through interview pre teaching, observation juring the teaching process, interview post teaching, field recording, and document collecting. Observation to each teacher was done twice and was recorded by video recording. The result shows that the values implemented by the teachers are explicit and implicit. The dominant values implemented by the teachers in general category is the values of belief in God and the value of thorough, the dominant value implemented by the teachers in mathematics category is objectivism, whereas the dominant values implemented by the teachers in mathematics education category are formalistic and relevant
Key Words : General Values, Mathematics Values, Mathematics Education Values, Mathematics Problem Solving
Aisyah Nyimas2012-07-02T06:44:12Z2012-07-02T06:44:12Zhttp://eprints.uny.ac.id/id/eprint/1348This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/13482012-07-02T06:44:12ZValues Implemented By Secondary Teachers In Mathematics Problem Solving
This qualitative research aims at exploring the values implemented by the teachers in matehamtics problem solving classroom. The subjects are three mathematics teachers in secondary school in Palembang. Data were collected through interview pre teaching, observation juring the teaching process, interview post teaching, field recording, and document collecting. Observation to each teacher was done twice and was recorded by video recording. The result shows that the values implemented by the teachers are explicit and implicit. The dominant values implemented by the teachers in general category is the values of belief in God and the value of thorough, the dominant value implemented by the teachers in mathematics category is objectivism, whereas the dominant values implemented by the teachers in mathematics education category are formalistic and relevant
Key Words : General Values, Mathematics Values, Mathematics Education Values, Mathematics Problem Solving
Aisyah Nyimas2012-07-02T06:44:05Z2012-07-02T06:44:05Zhttp://eprints.uny.ac.id/id/eprint/1347This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/13472012-07-02T06:44:05ZThe Metacognitive Process Of Teachers College Students In Solving Mathematical ProblemsThe metacognition process is the self-awareness and self-regulation of thinking during solving problems activity. It is based on a strong understanding to the problem being addressed. This is important in order to make the activity run smoothly. This research is a qualitative research which is aimed to investigate the metacognition process of teachers college students for solving formal and contextual mathematical problems. The data collection was conducted through problem solving activities such as written tasks, thinking aloud, and interviews. The data obtained were triangulated by assigning parallel newly problems to be solved at different times. The results of this research are (1) the metacognition process in solving the contextual mathematical problems is apparently more dynamic and the frequency of metacognitive activity implementation is higher than in solving formal mathematical problems, (2) this difference is higher in the subject from high skilled group, and as for the subject from low skilled group, there is only a slight difference.
Keywords: metacognition process, mathematical problem solving
Anggo Mustamin2012-07-02T05:56:23Z2012-07-02T05:56:23Zhttp://eprints.uny.ac.id/id/eprint/1346This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/13462012-07-02T05:56:23ZAn Experiment Of Mathematics Teaching
Using SAVI Approach And Conventional Approach Viewed From The Motivation Of The Students Of Sultan Agung Junior High School In Purworejo
The objective of this research is to investigate whether Mathematics teaching using SAVI approach can make better achievement in learning Mathematics than conventional approach viewed from the student’s motivation of Sultan Agung Junior High School in Purworejo on the circle material. This research is a quasi experimental research with 2×3 factorial design. The subject of the research is the 8th-grade students of Sultan Agung Junior High School in Purworejo in the academic year 2010/2011. The sample of this research are 60 students which consist of experimental group and control group. The data were collected by using test of learning achievement in Mathematics and a questionnaire of student’s motivation. The test instruments were validated by expert. In the pre-requisite test, analysis variance precondition test using Liliefors test for normality and Bartlett test for homogeneity test. With ∝ =0,05, samples come from normal distributed population and homogeneous. The hypothesis testing using two-way ANAVA with different cell with α = 0,05. It shows: (1) Fc = 4.378 > Ft = 4.024, it means Mathematics teaching using SAVI approach gives a better achievement in learning Mathematics than using conventional approach; (2) Fc =20.822 > Ft= 3.174, it means the achievement in learning Mathematics of the students who have higher motivation is better than those who have lower motivation; and (3) Fc = 1.617 < Ft = 3.174, it means the difference characteristic between the Mathematics teaching using SAVI approach and conventional approach for every students’ motivation in learning Mathematics is the same.
Key Words: Mathematics Teaching, SAVI, Motivation
Sapti MujiyemSuparwati Suparwati2012-07-02T05:56:17Z2012-07-02T05:56:17Zhttp://eprints.uny.ac.id/id/eprint/1345This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/13452012-07-02T05:56:17ZThe Potency Of Metacognitive Learning To Foster Mathematical Logical Thinking
The ability of thinking logically needs to be developed due to the fact that it is an essential basic skill. Logical thinking affects that giving reason must be true, and that a sequence of assumptions is based on the high truth value. Mathematics is a subject that functions to train students to think logically. The understanding of logic will help students to arrange the proof that support through process to finally arrive at a conclusion. Currently, metacognition is viewed as an essential element of learning. It refers to someone knowledge of processes and the result itself or of that connected to the process. Metacognition is needed when student solves the task that needs argumentation and logical understanding. In order to help student to skillful think logically, mathematics learning must be designed as such so that the condition will raise the skill of metacognitive acts.
Key words: metacognitive learning, mathematical logical thinking
Aminah Mimih Sabandar Jozua 2012-07-02T05:56:07Z2012-07-02T05:56:07Zhttp://eprints.uny.ac.id/id/eprint/1344This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/13442012-07-02T05:56:07ZDeveloping Mathematical Reflektive Thinki NG Skills Through Problem Based Learning
Reflective thinking gives the opportunity to students the chance to assess believe. That means providing relevant information on the student’s belief and reflecting students' understanding of a given topic. In other words, reflective thinking provides the opportunity for student to solve a problem together with the reasons that logically, defend their opinions, analyze and reflect them. A process that facilitates student to re-think / think back when responding or choosing solutions that are useful in developing reflective thinking skills, that is a learning process which can encourage reflective thinking. One of which is a model of learning that can minimize these problems is by using problem based learning.
Key Word: Reflektive thinking skills, Problem based learning
Kurniawati Lia 2012-07-02T05:56:01Z2012-07-02T05:56:01Zhttp://eprints.uny.ac.id/id/eprint/1343This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/13432012-07-02T05:56:01ZThe Implementation Of Multiple Intelligences Based Learning To Improve Students’ Learning Activities, Response, And Learning Outcome In MathematicsThe fundamental basic theory of this study comes from Howard Gardner, who introduced a theory of human intelligence known as the Multiple Intelligences Theory. This theory concludes that there are eight types of intelligence which belongs to each person. The purpose of this study was to find out the implementation of multiple intelligences based learning to improve students’ learning activities, response, and learning outcome in mathematics. This research was conducted in SMP PGRI 1 Ciputat in academic Year 2009/2010. This research used Classroom Action Research, which consists of four stages research procedures were planning, action, observation, and reflection. The instruments of collecting data were using observation sheet activities, daily student journals, interview, and test. The result of the research revealed that the implementation of Multiple Intelligences based learning can enhance mathematics learning activities, giving a positive response towards mathematics and to improve student learning outcomes.
Key Words: Multiple intelligences based learning, learning activities, response, learning outcome
Kadir Kadir Wulandari Eny 2012-07-02T05:55:57Z2012-07-02T05:55:57Zhttp://eprints.uny.ac.id/id/eprint/1342This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/13422012-07-02T05:55:57ZAn Instruction Idea Connecting Integral Concepts In Senior High School With Irregular Area Measurement In Elementary SchoolThe topic integral has been taught in Senior High School (SMA) as an anti differentiation only. This makes the learning process merely consists of symbol manipulation. This makes the students focus merely on developing their rote skills for solving repetitive exercises. This implies the student do not understand the integral whole idea. This research has a goal to design mathematics learning on integral idea. In addition the proposed alternative learning activity must grow the students’ intrinsic motivation to learn and improve their mathematics skills. The proposed learning plan is naturally connected to the measurement of irregular regions in elementary school math activities.
Keyword: Idea Learning, Integral, Area.
Gunawan Iwan Pranoto Iwan 2012-07-02T05:55:53Z2012-07-02T05:55:53Zhttp://eprints.uny.ac.id/id/eprint/1339This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/13392012-07-02T05:55:53ZDevelopment Guided Reinvention Principle In PMRI Approach In Use The Teacher Guide In Elementary SchoolSince 2001, four teacher education institutes (LPTK) are developing a localized, Indonesian version of realistic mathematics education. It is known as PMRI, Pendidikan Matematika Realistik Indonesia. PMRI is an adaptation of Realistic Mathematics Education (RME) as it has been developed by the Freudenthal Insitute in Netherlands. Since 1968, Dutch researchers, developers and educational designers have been working on the ongoing development of RME.
Considering the number of schools in the country, the scale of the pilot project is small. For a large scale implementation of PMRI, the PMRI movement goes into a new phase while maintaining the basic principles. The pilot model uses close cooperation between teacher educators and teachers and a bottom-up approach, meaning teachers, principals, and to some extent parents, are involved in the various stages of development. However, in large scale dissemination, sustainable top-down support is required. The challenge then is to find a dissemination strategy that keeps the principles of the movement.
The partners agreed upon two strong pillars under the dissemination strategy,i.e
a. Establishment of an expanding network of local PMRI resource centers at each participating LPTK (later, called P4MRI) as starting points for further dissemination.
b. Developing teaching materials based on classroom experience and classroom research.
As far as I know, PMRI team does not do a research about teacher guide. So, as a writer for the PMRI book (the student and teacher book), I have two questions for teacher that can the teacher book help teachers to teach mathematics with PMRI approach? and can the teacher book help teachers to develop the PMRI characteristics?
I want to know how students in grade 1 to solve problems about addition, subtraction, and mixed between addition and subtraction. Because of that reason, I made a student sheet. The content of the student sheet are problems about how many passenger in a train which moves from one station to another. I used the PMRI approach to develop the student sheet.
I develop a teacher guide which help the teacher to use the student sheet and to do the teaching learning process with the PMRI approach. The content of the teacher guide are teaching learning goals, mathematics concepts, tools and materials, time, and student and teacher activities.
At 8 October 2010, I get an opportunity to try out the student sheet and the teacher guide on class II C, Kanisus. Based on my observation, there are two strategies which are used by students to solve the problems in the student sheet, that is
1. Stacked to bottom (almost every students used this strategy);
2. “Menghitung ke samping” (only one student used this strategy).
One of indicators from the guided reinvention principle in PMRI approach is that students can find a new concept or strategy from a teaching learning process which is followed by the students. Base on my observation in the classroom, the indicator from the guided reinvention principle in PMRI approach does not appear on the lesson of that day. So, I can say that in the teaching learning process on that day the guided reinvention principle in PMRI approach does not appear.
From my explanation, there are some problems which are solved by the research, i.e.
1. How is a teacher’s understanding about the guided reinvention principle in PMRI approach on a primary school which is used PMRI approach?
2. How the guided reinvention principle in PMRI approach can be appeared by a teacher on a primary school which is used PMRI approach?
3. What are indicators that a teacher can appear the guided reinvention principle in PMRI approach on a primary school which is used PMRI approach?
4. How is a teacher understanding about the mathematics concepts which are found by students in the teaching learning process which uses PMRI approach?
5. How is the process to design a teacher guide which helps teachers to appear the guided reinvention principle in PMRI approach on a primary school which is used PMRI approach?
If I will answer those research questions, then I will do a qualitative and design research. I will develop a valid, practice, and effective teacher guide which helps teachers to appear the guided reinvention principle in PMRI approach on a primary school which is used PMRI approach when I do a design research.
Key words: student book, teacher book, PMRI,and a guided reinvention principle.
Julie Hongki 2012-07-02T05:55:47Z2012-07-02T05:55:47Zhttp://eprints.uny.ac.id/id/eprint/1338This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/13382012-07-02T05:55:47ZDeveloping The Teaching Module Of Initial Values And Boundary Problems For Students Of Mathematics Education ProgramThis research was a developing research based on Tessmer’s stages, but until at Small Group stage only, which were: Self Evaluation, Expert Review, One-to-One Evaluation, and Small Group. This research was held at Mathematics Education Programme of FKIP Unsri in Inderalaya and in Palembang as well. The aim of this research was to produce a teaching module of the course, Masalah Nilai Awal dan Syarat Batas, which was valid and practical. At the end of the research the teaching module was finally produced.
Key Words: Initial values and boundary problems
Hapizah HapizahSaleh Trimurti 2012-07-02T05:55:42Z2012-07-02T05:55:42Zhttp://eprints.uny.ac.id/id/eprint/1337This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/13372012-07-02T05:55:42ZMathematics And Mathematics Education Values In Forming Someone’s Character
The success of someone’ life is not only determined by intellectual aspect, but also other aspects, such as character, emotional, and social aspects. Those three aspects can’t be separated from moral values. Moral values are concepts of basic behavior and attitude which determine who we are, how we live, and how we behave to others. Mathematics and mathematics education characteristic can become a means to make them become true. From this view, it is very interesting to know further between mathematics and mathematics education values with the problems of life, that is character.
Keywords: Mathematics value, mathematics education value, character.
Susanto Herry Agus Suharjo Bambang 2012-07-02T05:55:37Z2012-07-02T05:55:37Zhttp://eprints.uny.ac.id/id/eprint/1336This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/13362012-07-02T05:55:37ZMathematics Teachers’ Performance In Teaching Using English At Secondary National Plus Schools
The purpose of this research was to see correlation between self-efficacy for content mastery and teacher’s performance, as well as correlation between English mastery and teacher’s performance in using English at national plus schools. The sampling technique was purposely random sampling. Data were collected using questionnaires that were given to the teachers to test self-efficacy for content mastery and performance. The English ability was collected through documents such as TOEFL and other equivalent documents. Using SPSS, the results showed that mathematics teachers had high self-efficacy in mastering the contents, more than sufficient English ability, and high performance. There was a positive correlation between self-efficacy in mastering the contents and teacher’s performance. Furthermore, it had been obtained also a positive correlation between English ability and teachers’ performance.
Key words: self-efficacy, mathematics, English, content, teacher, performance
Hidayat Dylmoon Daniel Ismail 2012-07-02T05:55:32Z2012-07-02T05:55:32Zhttp://eprints.uny.ac.id/id/eprint/1335This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/13352012-07-02T05:55:32ZOn The Teaching Of Analyzing The Effects Of Parameter Changes
On The Graph Of Function
The proficiency level of some tenth and eleventh graders on analyzing the effects of parameter changes on the graph of function is observed in this project. The result shows the level is low. It seems that those students did not sufficiently work on math problems involving deep reasoning. The students used to solve math problems by plugging in formulas only. In this project, the causes are found and reported. At the end part, an alternative teaching approach is proposed.
Key Words: parameter, graph of function, alternative teaching
Darmawan DarmawanPranoto Iwan 2012-07-02T05:55:26Z2012-07-02T05:55:26Zhttp://eprints.uny.ac.id/id/eprint/1334This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/13342012-07-02T05:55:26ZDeveloping National Character Through Mathematics Instruction
Via Mathematics Instruction With Problem-Based Learning In Jigsaw Typed Cooperative Setting
National character which is the goal of national education is the intelligent character based on the value of faith, piousness, and noble qualities. Mathematics instruction oriented towards the development of learners’ potential most strategically contributes to the accomplishment of the goal. One of learning alternatives which can develop national character is mathematics instruction with problem based learning (PBL) in Jigsaw typed cooperative setting.
Key words: problem-based, Jigsaw, character
Sugandi Asep Ikin2012-07-02T05:55:22Z2012-07-02T05:55:22Zhttp://eprints.uny.ac.id/id/eprint/1327This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/13272012-07-02T05:55:22ZLearning Mathematics To Grow Metacognitive Ability In Understanding And Mathematic Problems Solving On Limit
According to Collins (1994), metacognitive skills can be acquired piecemeal through teaching. One of learning model that students' metacognitive skills in understanding the material and problem solving is a learning mathematics to grow metacognitive ability. The Purpose of this study is describing application of this model that can enhance metacognitive ability in understanding material and problem solving of students on calculus I courses in material definitions and theorems of limits, where each lesson, students use brochure cognitive strategies, student book, student worksheets. This research is a class action research, from the result of research showed in an increase of 32.14% metacognitive ability of students in understanding and in an increase of 53.58% of students metacognitive skills in mathematic problem solving.
Kata kunci: Metacognitive ability, Problem solving
Yanti Aning Wida 2012-07-02T05:55:16Z2012-07-02T05:55:16Zhttp://eprints.uny.ac.id/id/eprint/1017This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/10172012-07-02T05:55:16ZMathematics And Mathematics Education Values In Forming Someone’s Character
The success of someone’ life is not only determined by intellectual aspect, but also other aspects, such as character, emotional, and social aspects. Those three aspects can’t be separated from moral values. Moral values are concepts of basic behavior and attitude which determine who we are, how we live, and how we behave to others. Mathematics and mathematics education characteristic can become a means to make them become true. From this view, it is very interesting to know further between mathematics and mathematics education values with the problems of life, that is character.
Keywords: Mathematics value, mathematics education value, character.
Susanto Herry Agus Suharjo Bambang 2012-07-02T05:55:11Z2012-07-02T05:55:11Zhttp://eprints.uny.ac.id/id/eprint/1016This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/10162012-07-02T05:55:11ZDeveloping The Teaching Module Of Initial Values And Boundary Problems For Students Of Mathematics Education Program This research was a developing research based on Tessmer’s stages, but until at Small Group stage only, which were: Self Evaluation, Expert Review, One-to-One Evaluation, and Small Group. This research was held at Mathematics Education Programme of FKIP Unsri in Inderalaya and in Palembang as well. The aim of this research was to produce a teaching module of the course, Masalah Nilai Awal dan Syarat Batas, which was valid and practical. At the end of the research the teaching module was finally produced.
Key Words: Initial values and boundary problems
. Hapizah . Trimurti Saleh2012-07-02T05:55:05Z2012-07-02T05:55:05Zhttp://eprints.uny.ac.id/id/eprint/1015This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/10152012-07-02T05:55:05ZMathematics Teachers’ Performance In Teaching Using English At Secondary National Plus Schools
The purpose of this research was to see correlation between self-efficacy for content mastery and teacher’s performance, as well as correlation between English mastery and teacher’s performance in using English at national plus schools. The sampling technique was purposely random sampling. Data were collected using questionnaires that were given to the teachers to test self-efficacy for content mastery and performance. The English ability was collected through documents such as TOEFL and other equivalent documents. Using SPSS, the results showed that mathematics teachers had high self-efficacy in mastering the contents, more than sufficient English ability, and high performance. There was a positive correlation between self-efficacy in mastering the contents and teacher’s performance. Furthermore, it had been obtained also a positive correlation between English ability and teachers’ performance.
Key words: self-efficacy, mathematics, English, content, teacher, performance
Hidayat DylmoonDaniel Ismail 2012-07-02T05:54:58Z2012-07-02T05:54:58Zhttp://eprints.uny.ac.id/id/eprint/1014This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/10142012-07-02T05:54:58ZOn The Teaching Of Analyzing The Effects Of Parameter Changes
On The Graph Of Function
The proficiency level of some tenth and eleventh graders on analyzing the effects of parameter changes on the graph of function is observed in this project. The result shows the level is low. It seems that those students did not sufficiently work on math problems involving deep reasoning. The students used to solve math problems by plugging in formulas only. In this project, the causes are found and reported. At the end part, an alternative teaching approach is proposed.
Key Words: parameter, graph of function, alternative teaching.
Darmawan DarmawanPranoto Iwan 2012-07-02T05:54:54Z2012-07-02T05:54:54Zhttp://eprints.uny.ac.id/id/eprint/1013This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/10132012-07-02T05:54:54ZDeveloping National Character Through Mathematics Instruction
Via Mathematics Instruction With Problem-Based Learning In Jigsaw Typed Cooperative Setting
National character which is the goal of national education is the intelligent character based on the value of faith, piousness, and noble qualities. Mathematics instruction oriented towards the development of learners’ potential most strategically contributes to the accomplishment of the goal. One of learning alternatives which can develop national character is mathematics instruction with problem based learning (PBL) in Jigsaw typed cooperative setting.
Key words: problem-based, Jigsaw, character
M.Pd Dr. Asep Ikin Sugandi2012-07-02T05:54:49Z2012-07-02T05:54:49Zhttp://eprints.uny.ac.id/id/eprint/1012This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/10122012-07-02T05:54:49ZLearning Mathematics To Grow Metacognitive Ability In Understanding And Mathematic Problems Solving On Limit
According to Collins (1994), metacognitive skills can be acquired piecemeal through teaching. One of learning model that students' metacognitive skills in understanding the material and problem solving is a learning mathematics to grow metacognitive ability. The Purpose of this study is describing application of this model that can enhance metacognitive ability in understanding material and problem solving of students on calculus I courses in material definitions and theorems of limits, where each lesson, students use brochure cognitive strategies, student book, student worksheets. This research is a class action research, from the result of research showed in an increase of 32.14% metacognitive ability of students in understanding and in an increase of 53.58% of students metacognitive skills in mathematic problem solving.
Kata kunci: Metacognitive ability, Problem solving
S.Si., M.Pd Aning Wida Yanti2012-07-02T05:54:42Z2012-07-02T05:54:42Zhttp://eprints.uny.ac.id/id/eprint/1011This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/10112012-07-02T05:54:42Z MatriksMovie: Building The Nation Character Through Movie-Based Realistic Mathematics EducationThe root of RME is Hans Freudenthal’s interpretations, mathematics as human activity and mathematics must be connected to reality. This study developed a mathematics teaching and learning model that includes the characteristics of RME packaged in production and utilization of educational films in the learning process, it is called MATRiKSMovie Activity. Activity theory is based on Vygotsky's cultural-historical psychology and it focuses on understanding human activity and work practices. Practice of problem solving in real life can lead students to reflect, and build nation character. This research question are how to develop and implement a valid, practical and effective model of teaching and learning with movie based RME approach in Senior High Schools and its effect on students character and learning outcomes. Conclusion of this research are model of teaching and learning with movie based RME approach met the criteria of the content and construct validity, practicality, and effectiveness as it resulted in some positive impacts on the pupils at Grade 10 in Senior High Schools, mathematics learning with movie-based RME approach can serve to build student character as well as the civilization of the nation's dignity in order to educate the nation life, activities and process skills of students in mathematics learning with movie based RME approach has provided a positive impacts on the student learning outcomes (cognitive, affective, and psychomotor). Model of teaching and learning with Movie-based RME approach can be applied in learning mathematics and should be developed further by taking into account students' environment, conditions and facilities available. Humanistic mathematics learning should be developed to build the nation character.
Keywords: MATRiKSMovie, Realistic Mathematics Education, Movie, the Nation Character
Nur Cahyono Adi 2012-07-02T05:54:31Z2012-07-02T05:54:31Zhttp://eprints.uny.ac.id/id/eprint/1009This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/10092012-07-02T05:54:31ZThe Situations That Can Bring Reflective Thinking Process
In Mathematics Learning
This paper focuses on situations that can bring reflective thinking process in mathematics learning. Reflective thinking can be identified from the phases of the reflective cycle of teaching, the phases of reflection, and metacognitive activities designed for learning. In order to stimulate reflective thinking process is good to consider the prior knowledge and intuition student owned. Relevant prior knowledge and intuition is useful in solving problems to create the situations that can bring reflective thinking process namely, the selection of action or alternative solutions, and decision-making regarding actions or solutions created or obtained.
Key Words: Reflective Cycle, Reflective Phase, Metacognitive Activity, Prior Knowledge, Intuition, Selecting Action, Decision Making
Muin Abdul 2012-06-26T08:00:15Z2012-06-26T08:00:15Zhttp://eprints.uny.ac.id/id/eprint/996This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/9962012-06-26T08:00:15ZDeveloping Cultural And Character Nations Values Through Mathematics LearningEducation is an attempt to improve the quality of youth in various aspects for the sustainability of society and the nation’s live better in the future. Education is a process of inheritance or the development of cultural values and national character, such as: religious, honest, creative, courageous act, trustworthy, and respectful to others. The process of developing the values that form the basis of character was done in a sustainable manner through a variety of subjects at school. Mathematics is one of the lessons that teach patterns of thinking carefully, creative, decisive, accurate, effective, and efficient. Such mathematics characteristics are believed to help in solving problems that arise in everyday life, such as declining of cultural and character nation values. Therefore, learning mathematics should be done through good planning, suitable approaches, methods and effective learning.
Keywords: Education, Value, Nations Character, Mathematics
Priyo Darminto Bambang 2012-06-26T08:00:09Z2012-06-26T08:00:09Zhttp://eprints.uny.ac.id/id/eprint/994This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/9942012-06-26T08:00:09ZMathematics Learning Within Culture And Nation Character:
Using Traditional Dance In Learning The Concept Of Symmetry
At Grade IV Primary School
This paper introduces a new approach in mathematics learning within culture and nation character. Indonesian traditional dances are used as a context in learning the concept of symmetry. Using context as a starting point in learning processes is the major concern in Realistic Mathematics Education (RME), one of the innovations in mathematics teaching developed in the Netherlands. Adapted to Indonesian culture, this approach is called Pendidikan Matematika Realistik Indonesia (PMRI). This approach is used to combine the so-called math traditional dances with mathematics learning. This can be seen as building nation character in appreciating Indonesian traditional culture. Design research is used in research methodology. This research was conducted to 22 students in grade IV at MIN 2 Palembang. The result shows that within the use of culture and nation character in learning mathematic can improve students’ understanding of the concept of symmetry. Besides, students can optimize cultural values which indirectly showed in learning process such as accuracy, perseverance, hard work, curiosity, and unyielding attitude.
Key Words: PMRI, design research, math traditional dance, symmetry, nation character.
Hartono Yusuf Helsa Yullys 2012-06-26T08:00:02Z2012-06-26T08:00:02Zhttp://eprints.uny.ac.id/id/eprint/990This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/9902012-06-26T08:00:02ZDeveloping Students Ability To Write Mathematical Proof By Polya Method
Both writing and reading a proof is equally not easy. Some mathematicians attested that students found difficulties in mathematical proving. Mathematics and mathematics education experts like Jones (1997, 2001), Weber (2001), and Smith (2006) found that difficulty in proof writing is due to: lack of theorem and concept understanding, lack of proving ability, and there is a teaching-learning process that unites with the subject. So, it is truly needed that class of writing proof in order to help to generate students’ ability to do mathematical proving. Polya method is going to be that purpose.
Keywords: mathematics proof, Polya method
Kodirun Kodirun2012-06-26T07:59:54Z2012-06-26T07:59:54Zhttp://eprints.uny.ac.id/id/eprint/966This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/9662012-06-26T07:59:54ZThe Influence Of Edutainment Method Towards The Mathematics’ Learning Achievement Of The Sixth Grade Students Of SDN I And SDN II Tanjungsari Boyolangu TulungagungThere are three essential interrelated components in process of learning such as teaching material, the process of how to teach the material and the result of the learning process. There is a gap which is felt and faced as the lack of the effective and appropriate approach to conduct the learning process. Most teachers only consider the material and the result of learning so they are only busy to determine the goals which must be achieved, arrange the teaching materials, and then design the instrument of evaluation. Unfortunately, one important thing and it is always forgotten is how to design the process of learning well in order to combine between material and the result of learning.
The type of research is experiment research; it purposes to find out the probability cause effect in order to know the interrelated variables, then to see the influence of those variables. In order to find the needed data, then it is conducted interview method, observation, documentation, and test. The technique of analysis data which is used is independent sample t-test with SPPSS program 16. The result of the influence of the method of edutainment towards the achievement of learning mathematics of the elementary students will be very helpful for them in learning mathematics especially the material of area of flat space so the result of the average score between the method of edutainment and conventional method based on the counting data shows that the t-value is 3.06 with the probability (significance) as 0.004 < 0.05. It means that there is a difference average between the methods of edutainment and the conventional method towards the sixth grade students of SDN I and SDN II Tanjungsari Boyolangu Tulungagung. Based of the data analysis that there is an influence of the use of method of edutainment towards the students’ achievement mathematics result of students of SDN Tanjungsari is 17.8. It can be said that from the average analysis data, the experiment score (using method of edutainment) is 70.56 whereas the mean score of control class (using the conventional method) is 52.76 so there is significance as 17.8. Thus the method of edutainment influences towards the students’ achievement mathematics of SDN I Tanjungsari, Boyolangu, Tulungagung
Key words: Method of edutainment, achievement of learning
Zahroh Umy 2012-06-26T06:07:11Z2012-06-26T06:07:11Zhttp://eprints.uny.ac.id/id/eprint/951This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/9512012-06-26T06:07:11ZEffects of the Jigsaw and Teams Game Tournament (TGT) Cooperative Learning on the Learning Motivation and Mathematical Skills of Junior High School StudentsThis study aims to: 1) describe the effectiveness of the jigsaw and TGT cooperative learning in the learning motivation and mathematical skills of junior high school (JHS) students, and 2) investigate the significant difference in the learning motivation and mathematical skills between the JHS students learning through the jigsaw cooperative learning and those learning through the TGT cooperative learning. This study was a quasi-experimental study using the non-equivalent pretest and posttest group design. This study involved two experimental classes. The research population comprised Year VII students of SMP Pembangunan Piyungan and the research sample consisted of two classes selected from all Year VII groups, with Year VII.A receiving a treatment of the jigsaw cooperative learning and Year VII.B receiving a treatment of the TGT cooperative learning. The instruments consisted of a test, i.e. a mathematical skill test, and a non-test, i.e. a questionnaire of mathematics learning motivation. To investigate the effectiveness of the jigsaw and TGT cooperative learning in the learning motivation and mathematical skills of JHS students, the data were analyzed using the one sample test. To investigate the significant difference in the learning motivation and mathematical skills between the students learning through the jigsaw cooperative learning and those learning through the TGT cooperative learning, the data were analyzed using the T2 Hotelling. To compare the effectiveness of the jigsaw and TGT cooperative learning in the learning motivation and mathematical skills of the students, the data were analyzed using the t-test. The normality was tested using the univariate approach, namely the Kolmogorov Smirnov, the homogeneity using the Box' M test, and the equivalence of the variance-covariance matrix using the Levene's test. The results of the study show that: 1) the jigsaw cooperative learning is effective for the JHS students’ mathematical skills and mathematics learning motivation; 2) the TGT cooperative learning is effective for the JHS students’ mathematical skills and mathematics learning motivation; 3) there is a difference in the effectiveness of the jigsaw and TGT cooperative learning in the JHS students’ mathematical skills and mathematics learning motivation; 4) the jigsaw cooperative learning method is more effective than the TGT cooperative learning method for the JHS students’ mathematics learning motivation; and 5) the jigsaw cooperative learning method is more effective than the TGT cooperative learning method for the JHS students’ mathematical skills.
Keyword: Cooperative Learning, Jigsaw, Teams Game Turnament, Learning Motivation, Mathematics Skill.
Syahrir, S.Pd Syahrir, S.Pd2012-06-26T06:07:05Z2012-06-26T06:07:05Zhttp://eprints.uny.ac.id/id/eprint/954This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/9542012-06-26T06:07:05ZSome Creative And Easy Methods To Calculate A Multiplication Of Two Numbers
In primary school, some students find a difficulty in calculating a multiplication of two numbers. Moreover, students only familiar with certain method to solve the problem. Actually, there are some methods that much easier to multiply numbers. In this paper, some of those techniques will be discussed, such as lattice multiplication, grid multiplication, and using reference number method. Those methods will be also explained from algebraic point of view.
Keywords: lattice multiplication, grid method, using reference number
Musthofa Musthofa2012-06-26T06:06:58Z2012-06-26T06:06:58Zhttp://eprints.uny.ac.id/id/eprint/958This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/9582012-06-26T06:06:58ZSome Creative And Easy Methods To Calculate A Multiplication Of Two Numbers
In primary school, some students find a difficulty in calculating a multiplication of two numbers. Moreover, students only familiar with certain method to solve the problem. Actually, there are some methods that much easier to multiply numbers. In this paper, some of those techniques will be discussed, such as lattice multiplication, grid multiplication, and using reference number method. Those methods will be also explained from algebraic point of view.
Keywords: lattice multiplication, grid method, using reference number
Musthofa Musthofa2012-06-26T06:06:52Z2012-06-26T06:06:52Zhttp://eprints.uny.ac.id/id/eprint/960This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/9602012-06-26T06:06:52ZEffort To Improve Student Achievement In Learning
Through The Development Of Function Composition Method Of Discussion On The Approach To Contextual Teaching And Learning (CTL) In Class XI IPA 1 Salatiga Christian Senior High School 1
Learning mathematics in class XI IPA 1 Salatiga Christian Senior High School 1 needs to be improved because teachers are still learning that involves using the lecture method and mechanistic approach. Models of learning causes students to be passive in the learning process and do not understand the concept of the material being taught. As a result, many students lack an understanding of mathematical concepts in depth so that the average value achieved was still below the value of KKM is 70 and still below the overall limit of 75%, i.e. 54%. To improve student learning outcomes, improvements are needed learning math is to use the Contextual Learning Teaching approach for developing methods of discussion in learning about the composition of functions. The purpose of this research is to improve student learning outcomes through this method, especially the composition of functions. This type of research is Action Research Class consisting of 2 cycles. The results of Cycle 1 is the average value reached 73.2 and 77.4% achieved a complete limit cycle and the second is the average value reached 81.6 and 93.5% reached the limit to prove that a complete discussion on the method of approach, CTL can Improving student outcomes and activities.
Keywords: Action Research class, Discussion Method, Contextual Teaching and Learning Approach, Composition Function
Oktavianus Adi Nugraha Oktavianus Adi NugrahaSundo Nurbono Sundo NurbonoDimas Adi Nugroho Dimas Adi NugrohoHandita Sari Handita Sari Kriswandani Kriswandani2012-06-26T06:06:45Z2012-06-26T06:06:45Zhttp://eprints.uny.ac.id/id/eprint/964This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/9642012-06-26T06:06:45ZSecondary School Students’ Abilities Through Problem Posing ActivitiesCreativity in problem posing activities can be measured or assessed via students’ abilities through problem posing activities. In this study, the researchers considered secondary school students’ abilities in problem posing activities can be measured via two main stages, namely “Uno problem” stage and “Due problem” stage. “Uno problem” stage requires students to add extra conditions from the original textbook problem and create a new demand. On the other hand, “Due problem” stage requires students to remove one or two conditions from the original textbook problem and create a new demand. This paper reports the study that examined secondary school students’ abilities through problem posing activities. The purpose of the study was threefold. First, to investigate secondary school students’ abilities in the problem posing activities, second, to identify secondary school students’ performances in the problem posing activities, and third to evaluate the proposed teaching-learning material, which consisting of problem posing activities. The study involved the use of exploratory, quantitative and qualitative approaches as its study design. Sixty students involved in the test and interview sessions, and ten mathematics teachers involved in answering the questionnaire sessions. The results of the study revealed that more than three quarter of the students were “more able” in generating “Uno problem” correctly if compared to “Due problem”. In other words, the students were “more able” to add extra conditions from the original textbook problem and create a new demand. On the other hand, it was found that more than half of the students were able to perform four out of five questions correctly. So this means that students’ problem posing performances can be nurtured. In addition, the proposed teaching-learning material consisting of problem posing activities, which is appropriate to students’ different abilities and performances can be used to enhance teaching and learning mathematics.
Keywords: structured problem posing activities, uno problem, due problem, problem posing framework
Ilfi Norman Ilfi NormanZaid Zainal Abidin Zaid Zainal AbidinMd. Nor Bakar Md. Nor Bakar2012-06-26T06:06:22Z2012-06-26T06:06:22Zhttp://eprints.uny.ac.id/id/eprint/947This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/9472012-06-26T06:06:22ZFactor Analysis Of Ordinal Data Based On Weighted Ranking And Its Application To Reduce Perception Variables To Math Lessons Of Senior High School Student The objectives of research are to reduce dimension of ordinal data using factor analysis based on weighted ranking correlation. In general, the correlation is used Spearman ranking correlation. This papers will discuss about application of both methods on the case of simplify of student’s perception variables on math lessons. The samples of this research are 791 students which consist of questionnaire. Factor analysis based on the weighted ranking correlation have given the results the number of factors and variables domination on factors more good than Spearman ranking correlation. The factors that influence perception of senior high school students towards Math lesson are an internal motivation of students, negative assessment of the Math lesson, teaching methods of Math teacher, habit of learning of students in Math and the support of parents, and knowledge of impact and benefits of Math.
Key Words: factor analysis, weighted ranking, perception, math
Kariyam KariyamPerdana, R.B Perdana, R.B2012-06-26T06:06:16Z2012-06-26T06:06:16Zhttp://eprints.uny.ac.id/id/eprint/945This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/9452012-06-26T06:06:16ZDeskripsi Pedagogical Content Knowledge Guru Pada Bahasan Tentang Bilangan RasionalBilangan rasional adalah topik pembelajaran yang unik karena sulit diajarkan namun aplikasinya ada pada setiap hal di dalam kehidupan kita. Keunikan ini merupakan tantangan bagi guru yang wajib memiliki kompetensi pedagogik dan kompetensi profesional untuk menghadirkan pembelajaran yang dapat mencapai tujuan yang diharapkan. Penelitian ini bertujuan mendeskripsikan kompetensi guru Madrasah Tsanawiyah tentang bilangan rasional berdasarkan komponen pedagogical content knowledge. Penelitian dilakukan pada 6 Madrasah Tsanawiyah di mana responden terdiri dari 6 guru matematika dan 48 siswa kelas VII. Temuan penelitian menunjukkan bahwa dari sisi pedagogical content guru menguasai kurikulum, guru menyadari bahwa materi ini sulit diterima siswa, namun demikian masih kesulitan merencanakan dan melaksanakan pembelajarannya. Content knowledge guru tidak terbedakan berdasarkan kualifikasi akademik tetapi penguasaan guru tentang bilangan rasional tidak sejalan dengan hasil belajar siswa. Kompetensi pedagogik yang masih belum optimal adalah penguasaan tentang mengajar dan pemahaman tentang kebutuhan siswa. Guru masih belum menggunakan metode-metode pembelajaran yang dapat lebih memotivasi siswa belajar bilangan rasional dan penguasaan materi prasayarat yang lemah oleh siswa belum menjadi perhatian guru. Diharapkan hasil penelitian ini dapat membantu guru matematika mengevaluasi pembelajaran sebagai bagian dari upaya meningkatkan prestasi belajar siswa.
Kata kunci : pedagogical content knowledge, kompetensi guru, bilangan rasional
Iis Margiyono Iis MargiyonoHelti Lygia Mampouw Helti Lygia Mampouw2012-06-26T06:06:09Z2012-06-26T06:06:09Zhttp://eprints.uny.ac.id/id/eprint/942This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/9422012-06-26T06:06:09ZImplementation Of Character-Building Education In Mathematics Teaching And Learning To Create Of Human Character
Character is a part of human doing. Recent, human’s character become decrease. The phenomena of the decreasing of human character are corruption, killing, and Its also happened in education. Regardless of that, education can be one of preventive solution in crisis character and culture in Indonesia. The Government has expectation by integrated character education into curriculum of education can be able to cope in crisis of human character and culture. The character can be increase by education are: attitude of believe in God; respect for science; respect for other people; attitude of appreciating ourselves as perfect being; respect for mathematics as a history and civilization; critical thinking to convey of idea; carefully; work hard and have a passion to solve every problem; discipline; responsible; and consistently. Mathematics as a subject in the curriculum of education has six value that can be integrated in teaching and learning, they are: careful, diligent, hard work, curiosity, persistent. Based on the five value in mathematics education and oriented to approach in teaching and learning mathematics, such as exploration, inquiry, discovery could be destination of success in education specially in mathematics and also can be a create a human who has good character.
Key word: Character, Mathematics
Gelar Dwirahayu Gelar Dwirahayu2012-06-26T06:06:02Z2012-06-26T06:06:02Zhttp://eprints.uny.ac.id/id/eprint/937This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/9372012-06-26T06:06:02ZPeningkatan Kemampuan Koneksi Matematis Dan Kemandirian Belajar Siswa Dengan Pendekatan Pembelajaran Metakognitif
Di Sekolah Menengah Pertama
Salah satu permasalahan yang terjadi dalam pembelajaran matematika adalah rendahnya kemampuan koneksi matematis (KKM) siswa SMP dan kurangnya kemandirian belajar siswa (KBS) sebagai hasil dari proses pembelajaran yang menempatkan KBS sebagai objek daripada sebagai subyek. Pembelajaran dengan pendekatan metakognitif memfasilitasi dan membekali siswa untuk membangun pengetahuannya secara aktif. Penelitian ini berbentuk kuasi eksperimen dengan disain kelompok kontrol pretes-postes, a two-phase design yang bertujuan untuk membandingkan peningkatan kemampuan koneksi matematis dan kemandirian belajar siswa SMP. Populasi dalam penelitian ini adalah siswa SMP negeri di kota Bandung. Subjek dalam penelitian ini adalah siswa SMP dengan sasaran untuk meningkatkan kemampuan koneksi matematis dan kemandirian belajar siswa. Prosedur pengumpulan data dengan teknik tes, angket, obeservasi, dan wawancara. Data penelitian ini adalah (1) tes kemampuan awal matematika siswa, (2) tes kemampuan koneksi matematis, (3) angket kemandirian belajar siswa, (4) lembar observasi kegiatan pembelajaran, dan (5) pedoman wawancara, Analisis data yang digunakan adalah uji t, ANOVA satu jalur, dan ANOVA dua jalur. Berdasarkan hasil analisis data, hasil yang diperoleh dalam penelitian ini adalah: 1) secara keseluruhan, KKM dan KBS siswa yang mendapat pembelajaran PPMG dan pembelajaran PPMK memperoleh peningkatan yang secara signifikan lebih tinggi daripada siswa yang mendapat pembelajaran konvensional. Namun demikian, N-Gain KKM siswa yang mendapat pembelajaran PPMG dalam kategori sedang sementara N-Gain KKM siswa yang mendapat pembelajaran PPMK dan pembelajaran PB termasuk dalam kategori rendah, 2) Tidak terdapat interaksi antara pendekatan pembelajaran (PPMG, PPMK, dan PB) dengan level sekolah (tinggi, dan sedang) atau pendekatan pembelajaran dengan KAM terhadap peningkatan kemampuan koneksi matematis siswa, 3) Terdapat interaksi antara pendekatan pembelajaran dengan level sekolah terhadap peningkatan kemandirian belajar siswa namun tidak terdapat interaksi antara pendekatan pembelajaran dengan kemampuan awal matematika terhadap peningkatan kemandirian belajar matematika siswa.
Kata Kunci: kemampuan koneksi matematis, kemandirian belajar, pembelajaran dengan pendekatan metakognitif dan pembelajaran dengan pendekatan metakognitif klasikal.
Kms. Muhammad Amin Fauzi Kms. Muhammad Amin Fauzi2012-06-26T06:05:57Z2012-06-26T06:05:57Zhttp://eprints.uny.ac.id/id/eprint/935This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/9352012-06-26T06:05:57ZPengaruh Pembelajaran Kooperatif Berbantuan Program Geometer’s Sketchpad Terhadap Peningkatan Kemampuan Berpikir Kritis Matematik Siswa SMPPenelitian ini bertujuan untuk mengetahui apakah terdapat perbedaan yang signifikan peningkatan kemampuan berpikir kritis matematik antara siswa yang memperoleh pembelajaran kooperatif berbantuan program Geometer’s Sketchpad (GSP) dengan siswa yang memperoleh pembelajaran konvensional, ditinjau dari a) keseluruhan b) kemampuan awal siswa (atas, sedang, dan rendah). Penelitian dilakukan dalam bentuk kuasi eksperimen dengan menelaah dan mendeskripsikan perbedaan kemampuan berpikir kritis matematik antara siswa yang memperoleh pembelajaran kooperatif berbantuan program GSP dengan siswa yang memperoleh pembelajaran konvensional. Desain penelitian menggunakan Nonequivalent Control Group Design, dan instrumen penelitian ini terdiri dari tes kemampuan berpikir kritis matematik, angket sikap siswa dan lembar pengamatan aktivitas siswa dalam pembelajaran. Secara keseluruhan dapat disimpulkan bahwa pembelajaran kooperatif berbantuan program GSP baik digunakan untuk meningkatkan kemampuan berpikir kritis matematik.
Kata kunci: Kemampuan Berpikir Kritis Matematik (KBKM), Pembelajaran Kooperatif, Program Geometer’s Sketchpad (GSP)
Dodi Syamsuduha Dodi Syamsuduha2012-06-26T06:05:51Z2012-06-26T06:05:51Zhttp://eprints.uny.ac.id/id/eprint/933This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/9332012-06-26T06:05:51ZDevelopment Mathematical Problem Solving Problems At Junior High School
This is development researched which aims at (1) constructing valid and practical mathematical test items based on some problem-solving skills for junior high school students, and (2) finding out the potential effects of such test items after their third or final prototype construction. Those test item were tested to 41 ninth grade students of the state junior high school number 9 in Palembang in academic year 2010/2011. The data were collected through “walk-through” for the test validation by experts. Their validation will result in accurate tests. In addition, the application of small group testing will result in practical potential positive effects for mathematical problem solving skill. Finally, this study reached good level as shown by the mean score “71”.
Key words: development research, mathematical problem solving
Nila Kesumawati Nila Kesumawati2012-06-26T06:05:45Z2012-06-26T06:05:45Zhttp://eprints.uny.ac.id/id/eprint/932This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/9322012-06-26T06:05:45ZDeveloping Mathematical Learning Device Using Ttw (Think- Talk-Write) Strategy Assisted By Learning Cd To Foster Mathematical CommunicationThis research aims to produce mathematical learning device or tool using TTW strategy that is valid, practical, and effective. The developed device consists of syllabi, Learning Implementation Plan (RPP), Student Reading which is packaged in CD (BBS), and an evaluation tool. Receiver of treatment or Subjects are the eighth grade students of Muhammadiyah Junior High School in Purworejo. First experiment held in the class A of eighth grade students aimed to determine the legibility of device and the level of difficulty, distinguishing features, and reliability test learning outcomes. Second experiment conducted in class C of eighth grade students aimed to verify the practicality of the device and the effectiveness of learning using developed devices, whereas the class G is as control class. Results from 5 validations of the device are: the mean score of syllabi is 3.48; RPP is 3.79; BBS is 3.73; LKS is 3.73; assessment tool is 3.71 (on scale 1-4). Such results mean that validation criteria of the device is valid. The score of experiment results showed that the criteria of learning process is 3.80; the students’ response is 93.85%; the teacher’s score is 3.91, that means it’s a practical device. Learning using the devices results a classical learning mastery, and achievement test of an experimental class is better than the control class. Furthermore, student’s activity has a positive influence for achievement, so it’s the effective device.
Key words: developed device, Think-Talk-Write (TTW), the mathematical learning
S u p r i y o n o S u p r i y o n o2012-06-26T06:05:39Z2012-06-26T06:05:39Zhttp://eprints.uny.ac.id/id/eprint/929This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/9292012-06-26T06:05:39ZEffect of Contextual Learning Ability Against Students Understanding Math Concepts SMP
This study aims to determine whether or not there is the influence of contextual learning of math concepts students' comprehension ability. The subject of this study is the seventh grade students of SMP Negeri 10 Palembang. The research method used in this study is an experiment. The variables of this study was the ability of understanding the concept of students. Methods of data collection using a written test, the data obtained by using t test analysis. The results of this study found that there is the influence of contextual learning on the ability of junior high school students’ understanding of mathematical concepts.
Key Words: Contextual Learning, understanding the concept
M.Pd Destiniar2012-06-26T06:05:33Z2012-06-26T06:05:33Zhttp://eprints.uny.ac.id/id/eprint/920This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/9202012-06-26T06:05:33ZCreative Thinking Ability on Mathematics of Junior High School in Palu Based on School LevelsStudents’ creative thinking skills on mathematics is an important component that must be owned by a student, so with this ability will help students in solving mathematical problems, as well as everyday problems. Problem-based learning combined with cognitive conflict strategy (PBLCC) can be implemented for this ability. PBLCC is based- learning problem, where the problems are the facts presented, situation that contrasts cognition structures students. In this situation there is conflict between the knowledge possessed by students who deliberately provided situation. The main problem in this study is how creative thinking ability of students mathematical VIII grade junior high school students based on School Levels. This research is experimental research. Population in this study is to VIII grade junior high school in the city of Palu. Instruments used in this study include mathematics tests, student’s record, test mathematical ability to think creatively. The purpose of the research to be conducted are: Review and analyze the differences in mathematical creative thinking skills of students who received problem-based learning with cognitive conflict strategy (PBLCC) based on School Levels(high , medium, and low).
Key Words: Problem-Based Learning, Cognitive Conflict , Creative Thinking on Mathematics, Prior Knowledge
Ismaimuza Dasa 2012-06-26T06:05:26Z2012-06-26T06:05:26Zhttp://eprints.uny.ac.id/id/eprint/918This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/9182012-06-26T06:05:26ZUsing Metacognition In Learning Mathematics Toward Character BuildingThe Ministry of National Education (Kemdiknas) plans to implement character education. Mathematics is one subject that has a big influence in preparing the students to be able to think logically, analytically, systematically, critically, and creatively, and have the ability to cooperate, allowing to be given values to build students character. Metacognition is the awareness of cognitive processes. By using metacognition, someone does all the activities with full awareness. When learning mathematics by involving his metacognition, he will be able to observe the relationship between data in the problem with the prior knowledge, to re-examine its accuracy, aswell as solving a complex problem with the simple steps, and asks himself and tries to clarify his opinion. This paper aims to develop learning Mathematics materials that consist of values and involve students metacognition to form a competent human resources and human character, discipline, honest, who perform all acts by full awareness. always make good planning, monitoring and evaluating their action.
Keyword: character, values, metacognition
Kriswianti Nugrahaningsi Theresia 2012-06-26T02:32:24Z2012-06-26T02:53:27Zhttp://eprints.uny.ac.id/id/eprint/916This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/9162012-06-26T02:32:24ZValsiner’s Zone Theory As The Teachers’ Zone Of Proximal DevelopmentThe research, develop and validate the theory and development of teacher educators of mathematics learning will lead to a better understanding of how expertise is developed in carrying out professional duties. In doing so, will provide evidence to inform discussions about what constitutes best practice in mathematics teacher education. The concept of Zone Proximal Development (ZPD) which was developed by the Soviet psychologist Lev Vygotsky and social constructivist (1896-1934) provides an interesting metaphor for designing teaching and learning to analyze, this poses a real challenge when it is practiced. Valsiner has broadened its interpretation of the concept of the ZPD Vygotsky to combine the social setting and the objectives and actions of participants. The theory proposes the existence of two additional zones, Zone of Free Movement (ZFM) and Zone of Promotion Action (ZPA). ZFM is a binding agent that is given by adults to limit access to its territory the child, object, or way of acting on those objects. While the ZPA is what adults are promoting, with no obligation for the child to receive what is being promoted. Further development of the zone when interpreting the ZPD of practitioner Valsiner found the presence of an Illusionary Zone (IZ). The presence or absence of IZ in practitioner provide insights for the development of potential teachers. Exploration in the field found a lack of connection to the conceptual understanding of procedural understanding, this situation makes IZ suspected.
Key Words: practitioner, ZPD, ZFM, ZPA, IZ
Rahardi Rustanto 2012-06-26T02:28:29Z2012-06-26T02:52:06Zhttp://eprints.uny.ac.id/id/eprint/913This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/9132012-06-26T02:28:29ZImproving The Understanding Of The Arithmetic Concept Through Realistic Mathematic Education (RME)This study aims to improve the arithmetic concept understanding of the second grade students of Percobaan 2 Yogyakarta elementary school through Realistic Mathematic Education (RME). This study was a classroom action research. This study was conducted in two cycles. The participants were the students and teacher of second grade (IIA) of Percobaan 2 Yogyakarta Elementary School. The data were collected by observation form, manual interview, and test. Observations were used to collect the data of the students’s activities in mathematics teaching and learning. The test was used to collect the data of the students’s arithmetic concept understanding.
The results of the study show that RME improve the students’s arithmetic concept understanding of Percobaan 2 Yogyakarta Elementary School. There are the improvements of arithmetic concept understanding after doing mathematic teaching and learning through RME. The improvements are: (a) repeating a concept ability increases from 79.9798% to 84.3434%, (b) classifying objects according their characteristics increases from 70,9090% to 86.3636% , (c) giving the example and non-example ability increase from 94.8864% to 95.4545%, (d) presenting the concept in all of represented mathematics increases from 73.8634% to 89.3939%, (e) developing the sufficient and necessary condition ability of a concept increases from 46.9697% to 79.5454%, (f) Using and deciding a particular procedure increases from 71.9697% to 78.0303%, (g) aplying concept increases from 71.2121% to 78,7879%. Generally, the arithmetic concept understanding increases from 72.7273% to 85.0000%.
Key words: arithmetic concept understanding, realistic mathematic education
Prabowo Anggit MA Dr. MarsigitM.S Atmini Dhoruri, 2012-06-20T07:31:38Z2012-06-20T07:31:38Zhttp://eprints.uny.ac.id/id/eprint/350This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/3502012-06-20T07:31:38ZProblem Solving Approaches in Mathematics Education as a Product of Japanese Lesson StudyIshoda Masami2012-06-20T07:31:07Z2018-08-25T02:19:51Zhttp://eprints.uny.ac.id/id/eprint/354This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/3542012-06-20T07:31:07ZMathematical Communication: What And How To Develop It In Mathematics Learning?Mathematics is the language of symbols so that everyone who studied mathematics required having the ability to communicate using the language of these symbols. Mathematical communication skills will make a person could use mathematics for its own sake as well as others, so that will increase positive attitudes towards mathematics. Mathematical communication skills can support mathematical abilities, such as problem solving skills. With good communication skills then the problem will more quickly be represented correctly and this will support in solving problems. Students' mathematical communication skills can be developed in various ways, one with group discussions. Brenner (1998) found that the formation of small groups facilitate the development of mathematical communication skills. This paper describes the mathematical communication and how to develop the mathematical communication skills in learning mathematics. For further clarify the discussion, given also the example of learning that emphasizes the development of mathematical communication skills.
Keywords: Mathematical Communication, Mathematics Learning.
Abd. Qohar2012-06-20T02:56:36Z2012-06-20T02:56:36Zhttp://eprints.uny.ac.id/id/eprint/116This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/1162012-06-20T02:56:36ZDevelopment Of Metacognitive And Discursive Activities In Indonesian Maths Teaching A theory based analysis of communication processesWe report on a German-Indonesian feasibility study which aims to significantly increase the
mathematical skills of Indonesian secondary school students. For this study a learning environment for
basic secondary school mathematics in class seven has been developed. It focuses on fostering cognitive,
metacognitive and discursive activities. For the effectiveness of the new instructional concept it is
necessary that those activities are an important feature of the teaching and learning culture in the classroom instruction. In this paper we present the theoretical framework for the new approach to teaching and learning. We use two transcript-based examples to exemplify and explain the observable features of this classroom culture und to formulate consequences for the following instruction
development.
Keywords: classroom culture, metacognition, discursivity, cognitive activationKaune Christa Nowinska Edyta 2012-06-19T09:07:13Z2012-06-19T09:07:13Zhttp://eprints.uny.ac.id/id/eprint/117This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/1172012-06-19T09:07:13ZDeveloping The Attitude And Creativity In Mathematics EducationThe structures in a traditionally-organized classroom of mathematics teaching can usually be linked
readily with the routine classroom activities of teacher-exposition and teacher-supervised desk work,
teacher’s initiation, teacher’s direction and strongly teacher’s expectations of the outcome of student learning.
If the teacher wants to develop appropriate attitude and creativities in mathematics teaching learning it needs
for him to develop innovation in mathematics teaching. The teacher may face challenge to develop various
style of teaching i.e. various and flexible method of teaching, discussion method, problem-based method,
various style of classroom interaction, contextual and or realistic mathematics approach.
To develop mathematical attitude and creativity in mathematics teaching learning processes, the
teacher may understand the nature and have the highly skill of implementing the aspects of the following:
mathematics teaching materials, teacher’s preparation, student’s motivation and apperception, various
interactions, small-group discussions, student’s works sheet development, students’ presentations, teacher’s
facilitations, students’ conclusions, and the scheme of cognitive development.In the broader sense of developing attitude and creativity of mathematics learning, the teacher may needs to in-depth understanding of the nature of school mathematics, the nature of students learn mathematics and the nature of constructivism in learning mathematics.
Key Word: mathematical attitude, creativity in mathematics, innovation of mathematics teaching,school mathematics,MA Dr. Marsigit2012-06-19T08:35:44Z2012-06-19T08:35:44Zhttp://eprints.uny.ac.id/id/eprint/115This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/1152012-06-19T08:35:44ZImproving The Quality Of The Mathematics Education: The Malaysian ExperienceImproving the quality of teaching and learning of mathematics has always been a major concern of
mathematics educators. The four recurring and inter-related issues often raised in the development of a
mathematics curriculum are: “What type of mathematics ought to be taught?”, “Why do we need to teach
mathematics?”, “How should mathematics curriculum be planned and arranged?” and “ How can teacher
ensure that what is transmitted to the pupils is as planned in the curriculum?”.The relatively brief history
of mathematics education in Malaysia can be said to have developed in three distinct phases. In the first
phase, the traditional approach, which emphasized mainly on basic skills (predominantly computational),
was the focus of the national syllabus. In the late 70’s, in consonance with the world-wide educational
reform, the modern mathematics program (MMP) was introduced in schools. Understanding of basic
concepts rather than attaining computational efficiency was the underlying theme of the syllabus. Finally,
in the late 80’s the mathematics curriculum was further revised. It is part of the national educational
reform that saw the introduction of the national integrated curriculum (KBSM) both at the primary and
secondary levels. This mathematics curriculum, which has undergone several minor changes periodically,
is presently implemented in schools. The curriculum also emphasizes on the importance of context in
problem solving. These three syllabi, as in any other curricular development, can be seen to have evolved
from changing perspectives on the content, psychological and pedagogical considerations in teaching and learning of mathematics. In this paper, I will trace the development of the Malaysian mathematics curriculum from the psychological, content and pedagogical perspectives in relation to the recurring issues. I will argue that the development has in many ways attempted to make mathematics more meaningful and thus friendlier for students both at the primary and secondary levels. There has been also
a marked improvement on the quality of mathematics education in MalaysiaAhmad Zanzali Prof. Noor Azlan azanzali@utm.my2012-06-19T08:03:37Z2012-06-19T08:03:37Zhttp://eprints.uny.ac.id/id/eprint/114This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/1142012-06-19T08:03:37ZCover Prosiding KNPM 2011UNY Jurusan Pendidikan Matematika