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PENERAPAN MODEL PEMBELAJARAN APTITUDE TREATMENT INTERACTION (ATI) UNTUK MENINGKATKAN HASIL BELAJAR POKOK BAHASAN FAKTORISASI SUKU ALJABAR KELAS VIII A SEMESTER GASAL SMP NEGERI 2 GLENMORE TAHUN PELAJARAN2013/2014 Kartika Sari, Febrina Lya; Suharto, S; Pambudi, Didik Sugeng
Pancaran Pendidikan Vol 3, No 3 (2014)
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Abstract.There are manystudentswhohave difficultyin solvingmath problems. Their achivement score are very low. The aplication of Aptitude Treatment Interaction (ATI) learning model is important  toimprove learning achivement and student activities in solvingthe Algebraill Rate Factorisation problems at eigthgradeSMP Negeri2 Glenmoreyear2013/2014. This research type is a Classroom Action Research (CAR). The data analysed in this research are student’s activity, and learning achivement. The research show that student’s activity attain 77,14% in the first cycle and 82,39% in second cycle, student’s learning achivementattain 85% in the first cycle and 90% in second cycle, and for the teacher’s activity attain 90,91% in the first and 96,97% in the second. It can be concluded that the aplication of Aptitude Treatment Interaction (ATI) learning model is effective to improve student’s learning outcomes in solving Algebraill Rate Factorisation.   Keywords: Aptitude Treatment Interaction (ATI)learning model, Algebraill Rate Factorisation, student’s activity, student’s learning achivement, teacher’s activity
PENERAPAN MODEL PEMBELAJARAN APTITUDE TREATMENT INTERACTION (ATI) UNTUK MENINGKATKAN HASIL BELAJAR POKOK BAHASAN FAKTORISASI SUKU ALJABAR KELAS VIIIA SEMESTER GASAL SMP NEGERI 2 GLENMORE TAHUN PELAJARAN 2013/2014 Kartika Sari, Febrina Lya; Suharto, S; Pambudi, Didik Sugeng
Pancaran Pendidikan Vol 3, No 4 (2014)
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Abstract. There are many students who have difficulty in solving math problems. Their achivement score are very low. The aplication of Aptitude Treatment Interaction (ATI) learning model is important  to improve learning achivement and student activities in solving the Algebraill Rate Factorisation problems at eigth grade SMP Negeri 2 Glenmore year 2013/2014. This research type is a Classroom Action Research (CAR). The data analysed in this research are student’s activity, and learning achivement. The research show that student’s activity attain 77,14% in the first cycle and 82,39% in second cycle, student’s learning achivement attain 85% in the first cycle and 90% in second cycle, and for the teacher’s activity attain 90,91% in the first and 96,97% in the second . It can be concluded that the aplication of Aptitude Treatment Interaction (ATI) learning model is effective to improve student’s learning outcomes in solving Algebraill Rate  Factorisation.   Key Words: Aptitude Treatment Interaction (ATI) learning model, Algebraill Rate  Factorisation, student’s activity, student’s learning achivement, teacher’s activity  
PERBEDAAN HASIL BELAJAR MATEMATIKA SISWA YANG DIAJAR MENGGUNAKAN MODEL KOOPERATIF ANTARA TIPE STAD DENGAN TIPE JIGSAW PADA POKOK BAHASAN SEGI EMPAT DI KELAS VII SMP MUHAMMADIYAH 1 GENTENGTAHUN AJARAN 2011/2012 Setyawan, Roni; Pambudi, Didik Sugeng
KadikmA Vol 4, No 1 (2013): April 2013
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Abstract.A comparison of the students learning outcomes by using STAD cooperative model with a jigsaw type ( experimental research at SMP Muhammadiyah 1 Genteng – Banyuwangi, Department of Mathematics Education and mathematics Science, the Faculty of Teacher Training and Education Jember University. The purpose of this research was to compare learning outcomes between students who were taught with cooperative learning model STAD type with jigsaw type. This study was conducted at SMP Muhammadiyah 1 Genteng. The total number of the students in grade VIIC and VIID was 66 students. The data was gathered by using achievement test and observation in form of questionnaire. The value of 5% significant coloum was 6,193 and the value of t table 5,671. It can be concluded that there was different mean score between cooperative learning STAD and Jigsaw. The result showed that in learning STAD class was 3,14 and the result of Jigsaw was 2,68. Thus it can be concluded that the learning by using cooperative learning jigsaw type better than classes taught by type STAD cooperative learning. Key Words : Cooperative Learning STAD Type, Cooperative Learning Jigsaw type, Achievement. Mathematics, Square
PENERAPAN MODEL EXPERIENTAL LEARNING UNTUK MENINGKATKAN HASIL BELAJAR POKOK BAHASAN UNSUR LINGKARAN SISWA KELAS VIII SMP SALAFIYAH MIFTAHUL HUDA JENGGAWAH TAHUN AJARAN 2012/2013 Azizi, Alfan; Susanto, S; Pambudi, Didik Sugeng
KadikmA Vol 4, No 3: Desember 2013
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Abstract. One of the factors that caused students less comprehension to subject material is students were not guided to find the concepts of taught material. During this time, most of the teachers more used Classical Learning by using Tutorial Method and Cooperative Learning Model that only applied Discussion and Question Answer Method without guided the students to find the concepts of the taught material. Experiential Learning model is one of the learning model that can be used to overcome the problem. This learning model consists of four steps. The steps are Concrete Experience (CE), Reflection Observation (RO), Abstract Conceptualization (AC), and Active Experimentation (AE). This research design was Classroom Action Research (CAR) used two cycles. Every cycle consists of twice learning and once test in the last. The research that had been done in SMP Salafiyah Miftahul Huda Jenggawah Jember showed that the students learning achievement on Circle Elements theme used the implementation of Experiential Learning Model got increased. Key Words : Experiential Learning Model, Learning Achievement, Circle Elements
PENERAPAN PENDEKATAN PEMECAHAN MASALAH MENURUT POLYA MATERI PERSEGI DAN PERSEGI PANJANG UNTUK MENINGKATKAN HASIL BELAJAR SISWAKELAS VII B SMP NEGERI 10 JEMBER TAHUN AJARAN 2012/2013 Pramita N, Wirdah; Pambudi, Didik Sugeng; Kristiana, Arika Indah
KadikmA Vol 5, No 2: Agustus 2014
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Abstract.In general, mathematics learning at schools is still a teacher centered, so the students become less active in teaching-learning process. Beside that, the students are also never given a problem-solving work done in groups. It causes the students become passive and just listen to the teacher’s explanation. It makes the students bored and invites difficulties in learning mathematics. It also causes the low score of the student learningachievement. Therefore, it needs a development of learning by applying a problem-solving approach as Polya says about square and rectangular objects to improve the student learning achievement of class VII B in SMP Negeri 10 Jember 2012/2013 academic year. Polya says, in a problem-solving approach, there are four steps, include: understanding the problem, devising a plan, carring out the plan, and looking back. Based on the research, the application of problem-solving approach, as Polya underlines, is effective to improve the student learning achievement in square and rectangularobjects. It is proved by the result of student learning achievement, which is from 58,33% to 88,89%. Key Words:Polya’s problem solving approach, square and rectangular, student learning achievement.
PENERAPANPEMBELAJARAN M-APOS DENGAN SIKLUS ADL DALAM MENGATASI KESALAHAN SISWA MENYELESAIKAN SOAL CERITA PADA MATERI VOLUME KUBUS DAN BALOK DI KELAS VIII E SMPN 7 JEMBER SEMESTER GENAP TAHUN AJARAN 2012/2013 Wahyuningtyas, Desi; Pambudi, Didik Sugeng; Trapsilasiwi, Dinawati
KadikmA Vol 5, No 2: Agustus 2014
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Abstract: The research aims to know the application of M-APOS for overcome student’s mistakes aboutvolume of cube and cuboidtopic at eight grade of juniorhigh school. M-APOS is development of APOS theory. M-APOS using ACE teaching cycle that consists of three components: activities, classroom discussion, and exercises. The subject of research is students of VIII E class SMPN 7 Jember in even semester academic year 2012/ 2013. The kinds of student’s mistakes consist of error using data, error of theorem or definition, technical errors, and another mistakes. This research design is Classroom Action Research (CAR) and the method of data collecting using observation, interview, test and documentation. The result of research indicate that the result of learning activity increase of student’s activity of cycle I reach 82,2% and cycle II reach 85,8%. While the student’s mistakes at cycle I reach 17,4% and cycle II 8,55%. So, the mode of teaching can increase student’s activity and decrease the student’s mistakes. Key Words: M-APOS, cube and cuboid,, student’s activity, student’s mistakes
PENGEMBANGAN PERANGKAT PEMBELAJARAN MATEMATIKA BERBASIS KARAKTER PADA MODEL PEMBELAJARAN PENEMUAN TERBIMBING (GUIDED DISCOVERY) POKOK BAHASANTEOREMA PYTHAGORAS UNTUK SMP KELAS VIII Rohisah, Verial; Sunardi, S; Pambudi, Didik Sugeng
KadikmA Vol 5, No 2: Agustus 2014
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Abstract: The research purpose is to know the process and the result ofdevelopment of mathematics learning instruments based on character at guided discovery learning forTheorem of Pythagorastopic at eightgrade of junior high school. Learning instrumentsdevelopment model refers to 4D Thiagarajanmodels which has 4 steps namely define, design, develop, and disseminate.This research has fourproducts namely lesson plan, student book, worksheet, and evaluation test.Based on validation process and tryout,it can be concluded that the learning instruments had fullfiled with validity, practice, and effective criteria. Key words: 4DThiagarajanmodels, guided discovery learning, character, theorem of Pythagoras
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW UNTUK MENGATASI KESALAHAN SISWA MENYELESAIKAN SOAL PADA POKOK BAHASAN FAKTORISASI SUKUALJABAR KELAS VIII SEMESTER GANJILSMP NEGERI 11 JEMBER TAHUN AJARAN 2013/2014 Ati’ah, Siti; Pambudi, Didik Sugeng; Trapsilasiwi, Dinawati
KadikmA Vol 5, No 3: Desember 2014
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Abstract.There are manystudentswhohave difficultyin solvingmath problems. Difficultiesresulted instudentsmaking mistakein solvingproblems.The kinds of student’s mistakes consist of the use of data errors, error of theorem or definition, technical errors, language interpretation errorsand another errors. Therefore, appliedcooperative learning modelof jigsaw type toovercome thestudent’smistakes in solvingthe Algebraic Factorization problems at eighthgradeSMP Negeri 11 Jemberacademic year2013/2014. This research design is Classroom Action Research (CAR). Basedon this research,the application ofcooperative learning modelof jigsaw type canincrease the activity ofstudentsanddecreasestudent’s mistakesin solvingAlgebraic Factorization.The percentage ofeffectivenesson the first cycle of 43.23 % and 33.05 % for the second cycle . So it can be concluded that the application of cooperative learning model of jigsaw type is effective enough to overcome student’s mistakesin solving Algebraic Factorization. Key Words: Cooperative learning model of jigsaw type, algebraic factorization, student’s activity, student’s mistakes
PENERAPAN METODE ACCELERATED LEARNING PADA POKOK BAHASAN PROGRAM LINIER KELAS X JURUSAN AKUNTANSI SMK NEGERI 4 JEMBER SEMESTER GENAP TAHUN AJARAN 2012/2013 Rahmawati, Ida; Trapsilasiwi, Dinawati; Pambudi, Didik Sugeng
Pancaran Pendidikan Vol 4, No 3 (2015)
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Abstract. Accelerated learning is a method to make a student learns naturally by applying some techniques appropriate with their own characters so that they will feel easier and more fun. The purposes of this research are to describe the implementation of Accelerated learning method, to know the students learning activity, and to analyze the student’s achievement on the topic “Linier Program”. The subject of the research is grade X for accounting skill program of SMKN 4 Jember. The data collection methods used in this research are test, interview, observation, and documentation. The result of the research indicates that the strategy increases the student’s achievement to 72,22% in the first cycle and 86,11% in the second cycle. The result also showed that the teaching learning activity using Accelerated learning method got a good responses from the students. Those good responses were proved by the improvement of studends activity. The student’s activity increases in the first cycle to second cycle. In the first cycle, the student’s activity are 68,52% in the first learning and 73,02% in the second learning. Even though, in the second cycle, the student’s activity are 80,03% in the first learning and 84,26% in the second learning. The result identify that the Accelerated learning method can improve the result of students learning activity. Key Words: Accelerated learning, student’s achievement, Linier Program
PENGEMBANGAN PERANGKAT PEMBELAJARAN BERBASIS CONTEXTUAL TEACHING AND LEARNING DENGAN SETTING KOOPERATIF TIPE STAD POKOK BAHASAN TABUNG DAN KERUCUT UNTUK SISWA SMP KELAS IX Melinda, Tina; Sugiarti, Titik; Pambudi, Didik Sugeng
KadikmA Vol 6, No 1: April 2015
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Abstract. The research aims to know the process and result of development of mathematics learning materials based on contextual teaching and learning by setting of cooperative learning student team achievement division for cylinder and cone topics at ninth grade of junior high school. Learning instruments development model refers to 4D Thiagarajan models which has 4 steps namely define, design, develop, and disseminate. This research has three products namely lesson plan, worksheet, and evaluation test. Based on validation process and tryout, the result shows that the coefficient of validity reachs 3 point, the percentages of teacher’s activities, students’ activities, and students’ responses are above 80%, it can be concluded that the learning instruments had fullfiled the validity, practice, and effective criteria. Key Words: 4D Thiagarajan models, contextual teaching and learning, cooperative learning student team achievement division, cylinder and cone