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MODEL VEKTOR AUTOREGRESSIVE UNTUK PERAMALAN CURAH HUJAN DI INDRAMAYU (VECTOR AUTOREGRESSIVE MODEL FOR FORECAST RAINFALL IN INDRAMAYU ) Saputro, Dewi Retno Sari; Wigena, Aji Hamim; Djuraidah, Anik
FORUM STATISTIKA DAN KOMPUTASI Vol. 16 No. 2 (2011)
Publisher : FORUM STATISTIKA DAN KOMPUTASI

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Abstract

There  are  three  regions  of  rainfall  that  has  been  formed,  each  rainfall  regions has a variety of homogeneous and there is a correlation between rainfall stations. In  each  region  can  be determined  rainfall  prediction  model simultaneously.  The model  is  a  model  of  Vector Autoregressive  (VAR)  which  is  an extension  of  the autoregressive  model  (AR).  Based  on  this  research,  we  can  determine  the  VAR model by lag 1 or VAR (1) for each region. Region 1 (Anjatan and Sumurwatu), region  2  (Salamdarma  and  Gantar)  and  region  3  (Kedokan  Bunder  and Sudimampir), each of which has a Root Mean Square Error Prediction (RMSEP) of  3.93;  5:03;  4:48;  5.3;  2:18  and  3:53.  Correlation  value  of  observations  with predictions of rainfall respectively, 0.71; 0.62; 0:57; 0:59; 0.89, and 0.91.  Keywords: AR, VAR, RMSEP, correlation
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DAN NUMBERED HEADS TOGETHER DITINJAU DARI KECERDASAN INTERPERSONAL SISWA PADA POKOK BAHASAN BANGUN RUANG SISI DATAR Kurniawati, Kiki Riska Ayu; Budiyono, Budiyono; Saputro, Dewi Retno Sari
Jurnal Pendidikan Matematika Vol 11, No 1 (2017)
Publisher : Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (419.339 KB) | DOI: 10.22342/jpm.11.1.3948.15-28

Abstract

Tujuan penelitian ini adalah untuk mengetahui perbedaan pengaruh masing-masing kategori model pembelajaran, kecerdasan interpersonal siswa dan interaksinya terhadap prestasi belajar matematika siswa pada pokok bahasan bangun ruang sisi datar. Penelitian ini merupakan penelitian eksperimental semu dengan desain faktorial 3×3. Uji hipotesis menggunakan analisis variansi dua jalan dengan sel tak sama dengan taraf signifikansi 0,05.Berdasarkan pengujian hipotesis, diperoleh kesimpulan bahwa: (1) model pembelajaran kooperatif tipe Jigsaw memberikan prestasi belajar matematika lebih baik dibandingkan model pembelajaran kooperatif tipe NHT dan model pembelajaran langsung, serta model pembelajaran kooperatif tipe NHT memberikan prestasi belajar matematika lebih baik dibandingkan model pembelajaran langsung; (2) prestasi belajar matematika siswa dengan kecerdasan interpersonal tinggi sama baiknya dengan prestasi belajar matematika siswa dengan kecerdasan interpersonal sedang, prestasi belajar matematika siswa dengan kecerdasan interpersonal tinggi lebih baik dibandingkan prestasi belajar matematika siswa dengan kecerdasan interpersonal rendah dan prestasi belajar matematika siswa dengan kecerdasan interpersonal sedang sama dengan prestasi belajar matematika siswa dengan kecerdasan interpersonal rendah; (3) pada model pembelajaran kooperatif tipe Jigsaw, NHT dan langsung, prestasi belajar matematika siswa dengan kecerdasan interpersonal tinggi sama baiknya dengan prestasi belajar matematika siswa dengan kecerdasan interpersonal sedang, prestasi belajar matematika siswa dengan kecerdasan interpersonal tinggi lebih baik dibandingkan prestasi belajar matematika siswa dengan kecerdasan interpersonal rendah dan prestasi belajar matematika siswa dengan kecerdasan interpersonal sedang sama baiknya dengan prestasi belajar matematika siswa dengan kecerdasan interpersonal rendah; serta (4) pada siswa dengan kecerdasan interpersonal tinggi, sedang dan rendah, model pembelajaran kooperatif tipe Jigsaw memberikan prestasi belajar matematika lebih baik dibandingkan model pembelajaran kooperatif tipe NHT dan model pembelajaran langsung, serta model pembelajaran kooperatif tipe NHT memberikan prestasi belajar matematika lebihbaik dibandingkan model pembelajaran langsung. DOI:http://dx.doi.org/10.22342/jpm.11.1.3948.15-28
THE COMPARISON OF GROUP INVESTIGATION AND THINK PAIR SHARE WITH ASSESSMENT FOR LEARNING VIEWED FROM STUDENTS’ SELF CONFIDENCE OF EIGHTH GRADE STUDENTS OF JUNIOR HIGH SCHOOL Salamah, Ummu; Mardiyana, Mardiyana; Saputro, Dewi Retno Sari
Proceedings Education and Language International Conference Vol 1, No 1 (2017): Proceedings of Education and Language International Conference
Publisher : Proceedings Education and Language International Conference

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Abstract

This research was a quasi-experimental research with a factorial design 2×3 aims to determine the comparison of Group Investigation (GI) with Assessment for Learning (AfL) through peer-assessment (GI-AfL-Peer) and TPS with AfL through peer-assessment (TPS-AfL-Peer) viewed from self confidence for student’s achievement in mathematics. The population of this research were all of Junior High School students 8th grade in Karanganyar Regency schools in academic year 2016/2017. Research samples obtained by stratified cluster random sampling. The data was collected by using methods of documentation, students’ self confidence questionnaires, and mathematics achievement test. Data analysis technique used two way analysis of variance (ANOVA) with unequal cell. According to research result, it could be concluded that: (1) students’ mathematics achievement which applied GI-AfL-Peer better than TPS-AfL-Peer, (2) mathematics achievement of students with high self confidence better than students’ with medium and low self confidence, and mathematics achievement of students’ with medium self confidence as good as students with low self confidence, (3) in each category of self confidence, students’ mathematics achievement which applied GI-AfL-Peer better than TPS-AfL-Peer, (4) in each learning model, mathematics achievement of students with high self confidence better than students’ with medium and low self confidence, and mathematics achievement of students’ with medium self confidence as good as students with low self confidence.Keywords: AfL, GI, peer-assessment, self confidence, students’ mathematics achievement, TPS
The mathematics teachers' understanding of learning process based on 2013 curriculum 2017 revision Latif, Ikhsan Abdul; Riyadi, Riyadi; Saputro, Dewi Retno Sari
Journal of Education and Learning (EduLearn) Vol 13, No 1: February 2019
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (192.456 KB) | DOI: 10.11591/edulearn.v13i1.9201

Abstract

This study is a qualitative research with case study strategy that aims to describe the understanding of Mathematics teacher about the learning process based on 2013 Curriculum (K13) 2017 Revision. The subjects of this study are a Mathematics teacher who has status as a Civil Servant and Honorary at SMAN 1 Wuryantoro, Wonogiri Regency. The result of this study is generally, the understanding of the two Mathematics teachers about the learning process based on K13 2017 Revision have been appropriate to the guidelines K13 2017 Revision by the Ministry of Education and Culture of Indonesia. However, the Honorary teacher's understanding of the learning process has not been appropriate to the Assessment Guidelines by Educators and the High School Education.