Putra Adi Wibowo
Universitas Udayana

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PENGEMBANGAN MODEL PEMBELAJARAN TPS BERBASIS AfL MELALUI PENILAIAN TEMAN SEJAWAT UNTUK PEMBELAJARAN MATEMATIKA PADA POKOK BAHASAN SISTEM PERSAMAAN LINEAR DUA VARIABEL DI SMP/MTS SE-KABUPATEN MAGELANG TAHUN PELAJARAN 2013/2014 Wibowo, Putra Adi; Budiyono, Budiyono; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 2, No 7 (2014): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract

Abstract: The objectives of the research were to find out: (1) how the process and the product of an AfL-based TPS learning model development were through peer assessment, (2) which learning model provided better learning outcome, the AfL-based TPS through peer assessment or the TPS one, (3) which students had better learning outcome, those with high, those with moderate or those with low learning independency, (4) in each learning model, which students had better learning outcome, those with high, those with moderate or those with low learning independency, and (5) in each category of learning independency, which learning model provided better learning outcome, the AfL-based TPS through peer assessment or the TPS one. This research was divided into two stages. The first one was learning model development belonging to research and development research. This stage included material collection, model prototype designing, model tryout, and model establishment. The tryout was conducted in four learning. The second was model effectiveness test belonging to a quasi-experimental research with a 2x3 research design. The population was the first semester VIII graders of SMP/MTs (Junior High Schools/Islamic Junior High Schools) throughout Magelang Regency  in the school year of 2013/2014. The sampling technique used in this research was stratified cluster random sampling. The sample of research consisted of 138 students: 68 for the experiment 1 class and 70 for the experiment 2 class. Considering the result of hypothesis testing, the following conclusions could be drawn. (1) The AfL-based TPS learning model through peer assessment could be applied at SMP/MTs level in Magelang Regency. (2) The learning outcome of the students treated with AfL-based TPS learning model through peer assessment was better than that of those treated with the TPS one. (3) The learning outcome of students with high learning independency was better than that of those with moderate and low one. The learning outcome of the students with moderate learning independency was as good as that of those with low one. (4) In both the AfL-based TPS learning model through peer assessment and the TPS, the learning outcome of students with high learning independency was better than that of those with moderate and low one, but that of the students with moderate learning independency was as good as that of those with low one. (5) In high, moderate, and low categories of learning independency, the learning outcome of the students treated with AfL-based TPS learning model through peer assessment was better than that of those treated with the TPS one.Keywords: Think Pair Share (TPS), Assessment for Learning (AfL), Peer Assessment, Student Learning Independency.
PENGEMBANGAN MODEL PEMBELAJARAN TPS BERBASIS AfL MELALUI PENILAIAN TEMAN SEJAWAT UNTUK PEMBELAJARAN MATEMATIKA PADA POKOK BAHASAN SISTEM PERSAMAAN LINEAR DUA VARIABEL DI SMP/MTS SE-KABUPATEN MAGELANG TAHUN PELAJARAN 2013/2014 Wibowo, Putra Adi; Budiyono, Budiyono; Subanti, Sri
Jurnal Pembelajaran Matematika Vol 2, No 7 (2014): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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

Abstract

Abstract: The objectives of the research were to find out: (1) how the process and the product of an AfL-based TPS learning model development were through peer assessment, (2) which learning model provided better learning outcome, the AfL-based TPS through peer assessment or the TPS one, (3) which students had better learning outcome, those with high, those with moderate or those with low learning independency, (4) in each learning model, which students had better learning outcome, those with high, those with moderate or those with low learning independency, and (5) in each category of learning independency, which learning model provided better learning outcome, the AfL-based TPS through peer assessment or the TPS one. This research was divided into two stages. The first one was learning model development belonging to research and development research. This stage included material collection, model prototype designing, model tryout, and model establishment. The tryout was conducted in four learning. The second was model effectiveness test belonging to a quasi-experimental research with a 2x3 research design. The population was the first semester VIII graders of SMP/MTs (Junior High Schools/Islamic Junior High Schools) throughout Magelang Regency  in the school year of 2013/2014. The sampling technique used in this research was stratified cluster random sampling. The sample of research consisted of 138 students: 68 for the experiment 1 class and 70 for the experiment 2 class. Considering the result of hypothesis testing, the following conclusions could be drawn. (1) The AfL-based TPS learning model through peer assessment could be applied at SMP/MTs level in Magelang Regency. (2) The learning outcome of the students treated with AfL-based TPS learning model through peer assessment was better than that of those treated with the TPS one. (3) The learning outcome of students with high learning independency was better than that of those with moderate and low one. The learning outcome of the students with moderate learning independency was as good as that of those with low one. (4) In both the AfL-based TPS learning model through peer assessment and the TPS, the learning outcome of students with high learning independency was better than that of those with moderate and low one, but that of the students with moderate learning independency was as good as that of those with low one. (5) In high, moderate, and low categories of learning independency, the learning outcome of the students treated with AfL-based TPS learning model through peer assessment was better than that of those treated with the TPS one.Keywords: Think Pair Share (TPS), Assessment for Learning (AfL), Peer Assessment, Student Learning Independency.
QUALITY OF SERVICE DENGAN METODE DIFFERENTIATED SERVICE UNTUK LAYANAN VIDEO STREAMING JARINGAN UMTS Wibowo, Putra Adi; Linawati, Linawati; Wirastuti, NMAED
Majalah Ilmiah Teknologi Elektro Vol 13 No 1 (2014): (January - June) Majalah Ilmiah Teknologi Elektro
Publisher : Universitas Udayana

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (190.717 KB)

Abstract

Video streaming merupakan salah satu layanan aplikasi multimedia real time yang tersedia pada jaringan Universal Mobile Telecomunication System (UMTS). Banyaknya layanan telekomunikasi yang dapat dilayani UMTS tidak sebanding dengan bandwidth yang disediakan. Salah satu metode yang digunakan untuk meningkatkan kualitas layanan video streaming pada jaringan UMTS adalah dengan menerapkan metode antrian Differented Service (DiffServ). DiffServ menyediakan pembedaan layanan, dengan membagi trafik atas kelas-kelas, dan memperlakukan setiap kelas secara berbeda. Untuk mengetahui pengaruh penerapan metode antrian DiffServ pada layanan video streaming jaringan UMTS terhadap variasi trafik 25%, 50% dan 75% dengan simulasi jaringan OPNET Simulator 14.5. Metode antrian DiffServ yang digunakan adalah Priority Queuing (PQ), Weighted Fair Queuing (WFQ) dan Modified Weighted Round Robin (MWRR). Parameter kualitas layanan yang digunakan adalah jitter, end-to-end delay dan packet loss. Dari hasil analisis diperoleh bahwa penerapan metode DiffServ pada variasi trafik adalah dapat meningkatkan kualitas layanan video streaming pada jaringan UMTS. Untuk penerapan metode antrian PQ, WFQ dan MWRR menghasilkan perbedaan nilai yang tidak jauh berbeda. Variasi trafik 50% memiliki kualitas layanan yang lebih baik dari pada variasi lainnya.