Ira Kurniawati
Prodi Magister Pendidikan Matematika, Pascasarjana, FKIP – UNS

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UPAYA MENINGKATKAN AKTIVITAS BELAJAR DAN PRESTASI BELAJAR MATEMATIKA SISWA MELALUI PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT FACILITATOR AND EXPLAINING (SFE) PADA MATERI PERSAMAAN GARIS LURUS BAGI SISWA KELAS VIII C SMP NEGERI 2 SUKOHARJO TAH Arum, Agustine Tiya; Budiyono, Budiyono; Kurniawati, Ira
Jurnal Pendidikan Matematika dan Matematika SOLUSI Vol 1, No 1 (2017): Jurnal Pendidikan Matematika dan Matematika SOLUSI, Volume 1, Nomor 1, Januari 2
Publisher : F.KIP Universitas Sebelas Maret

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Abstract

Penelitian ini bertujuan untuk: 1) mendiskripsikan pelaksanaan pembelajaran matematika dengan menggunakan model pembelajaran kooperatif tipe Student Facilitator and Explaining (SFE) yang dapat meningkatkan aktivitas belajar dan prestasi belajar matematika siswa kelas VIII C SMP Negeri 2 Sukoharjo tahun 2016/2017. 2) mengetahui apakah penerapan model pembelajaran kooperatif tipe Student Facilitator and Explaining (SFE) dapat meningkatkan aktivitas belajar siswa kelas VIII C SMP Negeri 2 Sukoharjo tahun 2016/2017. 3) mengetahui apakah penerapan model pembelajaran kooperatif tipe Student Facilitator and Explaining (SFE) memberikan dampak terhadap prestasi belajar matematika siswa kelas VIII C SMP Negeri 2 Sukoharjo tahun 2016/2017.Penelitian ini merupakan penelitian tindakan kelas yang dilaksanakan dalam 2 siklus. Setiap siklus terdiri dari empat tahapan yaitu perencanaan, tindakan, observasi, dan refleksi. Subjek penelitian adalah siswa kelas VIII C SMP Negeri 2 Sukoharjo tahun pelajaran 2016/2017. Teknik pengumpulan data melalui observasi, tes dan dokumentasi. Teknik uji validitas data adalah triangulasi penyidik. Data yang dikumpulkan pada penelitian ini adalah data aktivitas belajar siswa dan pelaksanaan proses pembelajaran melalui observasi, data prestasi belajar matematika siswa yang diperoleh melalui tes, dan data berupa foto dan video pembelajaran melalui dokumentasi.Dari hasil observasi pada siklus I, diperoleh rata-rata persentase aktivitas belajar siswa sebesar 65.75%, banyaknya siswa yang mencapai kategori aktivitas belajar siswa tinggi adalah 17 siswa (54.84%), dan dari hasil tes prestasi belajar matematika diperoleh presentase ketuntasan nilai tes sebesar 70.97%. Pada siklus II mengalami peningkatan rata-rata persentase aktivitas belajar siswa sebesar 9.17% menjadi 74.92%, banyaknya siswa yang mencapai kategori aktivitas belajar siswa tinggi meningkat sebesar 19.35% menjadi 74.19% atau sebanyak 23 siswa dan presentase ketuntasan nilai tes meningkat sebesar 6.45% menjadi 77.42%. Berdasarkan hasil tersebut, dapat disimpulkan bahwa pembelajaran dengan menggunakan model pembelajaran kooperatif tipe Student Facilitator and Explaining (SFE) dapat meningkatkan aktivitas belajar siswa dan prestasi belajar matematika siswa kelas VIII C SMP Negeri 2 Sukoharjo tahun pelajaran 2016/2017.
PENERAPAN STRATEGI ARCS DENGAN PEMBERIAN SCAFFOLDING : UPAYA MENINGKATKAN KEMAMPUAN PEMAHAMAN MATEMATIKA DAN PEMBENTUKAN KARAKTER MAHASISWA PADA MATA KULIAH MATEMATIKA DASAR Chrisnawati, Henny Ekana; Usodo, Budi; Kurniawati, Ira; Kuswardi, Yemi
Journal of Mathematics and Mathematics Education Vol 5, No 2 (2015): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract

ABSTRACT                                                                                                       This research has purposes to increase mathematical understanding ability and build character of undergraduate in mathematics foundation which uses ARCS’s strategy with giving scaffolding. Mathematics foundation which has abstract’s characteristic and necessary from understanding ability both computational also fungtional become priority of researcher’s thought. Characteristic of mathematical concept which is pyramidal compel students to understanding basic concept correctly for the sake of understanding new concept.  Not only for understanding but also building character is one of affectionate factors priority to reach success in learning mathematics. Pay attention of developing character, undergraduate are wished to show positively character in learning so that gives positively implication to the results. This research is classroom activity research which gives some informations about the changes or increase that ae caused by an activity. This research uses undergraduate of physics education in year academic 2015/2016  as a subject. Technique of collecting data uses test and observation while learning and research’s instrument is developed by validation of professional judgment. The result from application of ARCS’s strategy with giving scaffolding in learning is exist an increase of mathematical understanding ability. It showed by the results of mathematical understanding ability’s test in first and second cycle which gave information that there exist an increase of completeness percentage for understanding mathematical concept which from 39, 5 % up to 77,4 % in first cycle then continued up to 82,6 % in second cycle. Like that, it also showed by the mean of the test’s result which gave an increase from 61 in first cycle up to 81,1 in second cycle. The application of ARCS’s strategy also increased the affectionate learning’s result. It showed by the results of observation in first and second cycle which showed that the mean percentage of    character building from indicators: honest, discipline, hardworking, creative, stand alone, has a curiosity, appreciate achievement, friendly, responsible which were developed. Those results increase from bottom category in pre-cycle became in middle and high category in second cycle. It means that   used motivation technique (attention, relevance, confidence and satisfaction) in learning activity of mathematics foundation gave fact that those technique fulfilled need of undergraduate for reaching optimal achievement. Keywords : understanding concept ability, character, ARCS’s strategy, scaffolding
EFEKTIFITAS MODEL PEMBELAJARAN DIRRECT INSTRUCTION DENGAN STRATEGI MOTIVASI ARCS PADA MATERI GRAPH Kuswardi, Yemi; Kurniawati, Ira; Sutopo, Sutopo
Journal of Mathematics and Mathematics Education Vol 1, No 1 (2011): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract

ABSTRACT Graph  materials  contains  declarative  knowledge  and  procedural knowledge.  In  Graph  subject  included declarative  knowledge  is  the  graph  terminology  while  those  included  procedural  knowledge  is  how  to determine  the  settlement  of  problems  by  using  the  algorithm  methods  associated  with  Graph.  Dirrect instruction  that  relies  on  principles  of  behavioral  and  social  learning  theory,  has  been  specifically designed to support students learning processes associated with procedural knowledge and declarative knowledge is well structured and can be taught with the pattern of activity that gradually, step by step. ARSC  motivation  strategies  (Attention,  Relevance,  Confidence,  Satisfaction)  is  a  strategy  that  can increase  the  motivation  on  learning  materials  and  learning  activities  of  students.  Application  of  direct instruction model with ARCS motivational strategies is one solution to resolve the issue. The purpose of this  study  was  to  determine  whether  the  aplication  of  direct  istruction  model  using  ARCS  strategy  on graph materials subject (1) the mastery learning is achieved, (2) students learning activities are effective, (3)  students  responses  are  positive,  and  (4)  the  effectiveness  of  model  is  reached.  This  research  is  a qualitative  descriptive  research.  The  subjects  of  this  research  are  students  who  take  Discrete Mathematics course in Educational Mathematics Program, Department of Educational Mathematics and Science,  FKIP,  Sebelas  Maret  University  Surakarta.  The  results  is  (1)  mastery  learning  achieved,  (2) learning  activities  are  effective,  (3)  students  response  considered  positive,  (4)  the  effectiveness  of interactive learning on graph is achieved. Keywords: Dirrect Instruction Model, Motivation Strategies ARCS, Discrete Mathematics, Graph
EFEKTIFITAS MODEL PEMBELAJARAN DIRRECT INSTRUCTION DENGAN STRATEGI MOTIVASI ARCS PADA MATERI GRAPH Kuswardi, Yemi; Kurniawati, Ira; Sutopo, Sutopo
Journal of Mathematics and Mathematics Education Vol 1, No 1 (2011): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract

ABSTRACT Graph  materials  contains  declarative  knowledge  and  procedural knowledge.  In  Graph  subject  included declarative  knowledge  is  the  graph  terminology  while  those  included  procedural  knowledge  is  how  to determine  the  settlement  of  problems  by  using  the  algorithm  methods  associated  with  Graph.  Dirrect instruction  that  relies  on  principles  of  behavioral  and  social  learning  theory,  has  been  specifically designed to support students learning processes associated with procedural knowledge and declarative knowledge is well structured and can be taught with the pattern of activity that gradually, step by step. ARSC  motivation  strategies  (Attention,  Relevance,  Confidence,  Satisfaction)  is  a  strategy  that  can increase  the  motivation  on  learning  materials  and  learning  activities  of  students.  Application  of  direct instruction model with ARCS motivational strategies is one solution to resolve the issue. The purpose of this  study  was  to  determine  whether  the  aplication  of  direct  istruction  model  using  ARCS  strategy  on graph materials subject (1) the mastery learning is achieved, (2) students learning activities are effective, (3)  students  responses  are  positive,  and  (4)  the  effectiveness  of  model  is  reached.  This  research  is  a qualitative  descriptive  research.  The  subjects  of  this  research  are  students  who  take  Discrete Mathematics course in Educational Mathematics Program, Department of Educational Mathematics and Science,  FKIP,  Sebelas  Maret  University  Surakarta.  The  results  is  (1)  mastery  learning  achieved,  (2) learning  activities  are  effective,  (3)  students  response  considered  positive,  (4)  the  effectiveness  of interactive learning on graph is achieved. Keywords: Dirrect Instruction Model, Motivation Strategies ARCS, Discrete Mathematics, Graph
PENGEMBANGAN PEMBELAJARAN PETA KONSEP DAN APLIKASI E-LEARNING MOODLE: UPAYA MENINGKATKAN KETUNTASAN BELAJAR DAN SIKAP POSITIF TERHADAP MATEMATIKA SISWA SMK SURAKARTA1) Chrisnawati, Henny Ekana; Kurniawati, Ira; Kuswardi, Yemi
Journal of Mathematics and Mathematics Education Vol 2, No 2 (2012): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract

Abstract This main purpose of this research is developing a mind mapping model of learning  with moodle e learning application to increase SMK’s student mathematics achievement and positive attitudes towards of mathematics. In line with the objective of the  research, so this research is  R and D research model. This research aim to produce a learning devices and research instruments that comply a mind mapping model of learning  with moodle e learning application. It used 4D procedur by Thiagarajan that  comprised  some phase, namely :  Define,  Design, Develop, and DisseminateThe subject of development research is XH class of SMK Warga Surakarta’s students. The collection data methods, we used achievement test of students, validation sheet of all instruments research , and  observation sheet of positives attitudes students of towards mathematics, observation sheet of management classroom by the teacher, students response sheet towards devices and the implementation of learning. To analyze the datas, we used quantitative descriptive analyze. The descriptive analyze used to describe achievement of learning outcomes from validator, that consist of   mathemetics  achievement, positives attitudes towards mathematics and students responses to mind mapping model of learning  with moodle e learning application. The result of this research has been developed the devices of learning  and implementation of mind mapping model of learning  with moodle e learning application. That is   (1) the average of positives attitudes towards mathematics reliabilities is 79.2 %. It means the result of observations made both observers was credible and the instruments had a good category (2) the average of reliabilities of teacher’s abilities to manage his classroom is 84.75 %. It means the result of observations made both observers was credible and the instruments had a good category. (3) the result of respons’s students was unknown thal all aspects were above 70%,  exception was an aspect that related by classroom condition (3) the achievement tes that was developed from this research were valid instrument, have reliability indeks 0.77 and the average of sensitive indeks was 0.5051. It means that all instrument of learning can be used. Kata Kunci : pembelajaran peta konsep, aplikasi e learning moodle, sikap positif siswa terhadap matematika, hasil belajar
PENERAPAN STRATEGI ARCS DENGAN PEMBERIAN SCAFFOLDING : UPAYA MENINGKATKAN KEMAMPUAN PEMAHAMAN MATEMATIKA DAN PEMBENTUKAN KARAKTER MAHASISWA PADA MATA KULIAH MATEMATIKA DASAR Chrisnawati, Henny Ekana; Usodo, Budi; Kurniawati, Ira; Kuswardi, Yemi
Journal of Mathematics and Mathematics Education Vol 5, No 2 (2015): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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

Abstract

ABSTRACT                                                                                                       This research has purposes to increase mathematical understanding ability and build character of undergraduate in mathematics foundation which uses ARCS’s strategy with giving scaffolding. Mathematics foundation which has abstract’s characteristic and necessary from understanding ability both computational also fungtional become priority of researcher’s thought. Characteristic of mathematical concept which is pyramidal compel students to understanding basic concept correctly for the sake of understanding new concept.  Not only for understanding but also building character is one of affectionate factors priority to reach success in learning mathematics. Pay attention of developing character, undergraduate are wished to show positively character in learning so that gives positively implication to the results. This research is classroom activity research which gives some informations about the changes or increase that ae caused by an activity. This research uses undergraduate of physics education in year academic 2015/2016  as a subject. Technique of collecting data uses test and observation while learning and research’s instrument is developed by validation of professional judgment. The result from application of ARCS’s strategy with giving scaffolding in learning is exist an increase of mathematical understanding ability. It showed by the results of mathematical understanding ability’s test in first and second cycle which gave information that there exist an increase of completeness percentage for understanding mathematical concept which from 39, 5 % up to 77,4 % in first cycle then continued up to 82,6 % in second cycle. Like that, it also showed by the mean of the test’s result which gave an increase from 61 in first cycle up to 81,1 in second cycle. The application of ARCS’s strategy also increased the affectionate learning’s result. It showed by the results of observation in first and second cycle which showed that the mean percentage of    character building from indicators: honest, discipline, hardworking, creative, stand alone, has a curiosity, appreciate achievement, friendly, responsible which were developed. Those results increase from bottom category in pre-cycle became in middle and high category in second cycle. It means that   used motivation technique (attention, relevance, confidence and satisfaction) in learning activity of mathematics foundation gave fact that those technique fulfilled need of undergraduate for reaching optimal achievement. Keywords : understanding concept ability, character, ARCS’s strategy, scaffolding
Development of problem-based learning model with metacognitive strategy to improve students’ problem-solving ability Usodo, Budi; Sutopo, Sutopo; C, Henny Ekana; Kurniawati, Ira; Kuswardi, Yemi
International Journal of Science and Applied Science: Conference Series Vol 1, No 1 (2017): International Conference on Science and Applied Science (Engineering and Educat
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijsascs.v1i1.5124

Abstract

This research was conducted to: examine the problem solving ability of students in mathematics education FKIP UNS, (2) develop problem-based learning model with metacognitive strategy, (3) examine the effectiveness of problem-based learning model with metacognitive strategy. Three methods were used in this research: descriptive quantitative, research and development (RnD), and experimental method. The development method used 4-D model which consists of four phases: define, design, develop, and dessimenete. Experimental method was conducted to examine the effectiveness of learning model developed. The population in this research is all students of mathematics education FKIP UNS, while the sample used is students who took the Basics Matematics course. The data collections were used in this research: test, validation sheet, and observation sheet. Descriptive quantitative analysis technique was used to analyze the instrument development. Quantitative descriptive analysis was used to describe the validators’ mark result for the learning instruments. Descriptive quantitative analysis was used to analyze the problem-solving ability test result that described by percentages. The efectiveness of model development was analyzed by T-test method. The results of this study showed that: (1) students’ problem solving ability of mathematics education FKIP UNS particularly in non-algoritmic problems is still not good, but in algoritmic problems is good enough, (2) in the development of  problem-based learning model with metacognitive strategy learning instruments, three instruments that qualify valid, practical, and effective there are:  Learning Plan, Students’ Activity Sheet, and  Students’ Teaching Material.