High Order Thinking Skill or abbreviated with HOTS is an ability that is applied in the revised 2013 curriculum. The community service activities aim to (1) help teachers improve their understanding of learning outcomes evaluation, (2) improve teacher understanding of HOTS questions, and (3) improve teachers' ability to make HOTS questions, so that later HOTS questions are in accordance with the standards 2013 revision curriculum. This community service activity was carried out in the form of short training for three meetings. This activity was held in SMA Negeri 3 Tebing Tinggi, Empat Lawang Regency, South Sumatera Province, which was attended by high school teachers in Empat Lawang District. The method used in the implementation of this activity is the method of lecture, discussion, simulation and demonstration. The results of this activity were the increase in teachers' understanding of the HOTS problem and the teacher's ability to make HOTS questions. ABSTRAKKemampuan berpikir tinggi atau yang disingkat dengan HOTS merupakan kemampuan yang diterapkan dalam Kurikulum 2013 revisi. Kegiatan pengabdian masyarakat ini bertujuan untuk (1) membantu guru dalam meningkatkan pemahaman tentang evaluasi hasil belajar, (2) meningkatkan pemahaman guru tentang soal HOTS, dan (3) meningkatkan kemampuan guru dalam membuat soal HOTS, sehingga nantinya diperoleh soal HOTS yang sesuai dengan standar Kurikulum 2013 revisi. Kegiatan pengabdian kepada masyarakat ini dilaksanakan dalam bentuk pelatihan singkat selama tiga kali pertemuan. Kegiatan ini dilaksanakan di SMA Negeri 3 Tebing Tinggi Kabupaten Empat Lawang Propinsi Sumatera Selatan yang diikuti oleh guru-guru SMA dalam Kabupaten Empat Lawang. Metode yang digunakan dalam pelaksanaan kegiatan ini adalah metode ceramah, diskusi, simulasi dan demonstrasi. Hasil dari kegiatan ini adalah meningkatnya pemahaman guru tentang soal HOTS dan kemampuan guru dalam membuat soal HOTS. Â
Perkembangan teknologi informasi dan komputer saat ini semakin maju, semua bidang ilmu memerlukan keahlian komputer, sehingga bagi mahasiswa pemahaman logika matematika dan pembelajaran komputer sangat penting karena keduanya saling berhubungan. Berdasarkan pengalaman pembelajaran matakuliah komputer pemrograman masih banyak mahasiswa yang belum menguasai matakuliah tersebut. Untuk mengatasi hal tersebut, dilakukan penelitian dengan menerapkan algoritma dalam pembelajaran pemrograman komputer. Penelitian ini merupakan penelitian deskriptif kuantitatif yang bertujuan untuk melihat pengaruh penerapan algoritma terhadap hasil belajar mahasiswa dalam pembelajaran pemrograman komputer. Sampel penelitian yaitu mahasiswa Universitas PGRI Palembang tahun ajar 2017/2018 yang terdiri dari dua kelas (kelas eksperimen dan kelas kontrol). Setelah dilakukan penelitian diperoleh hasil bahwa: 1) Hasil belajar mahasiswa setelah diterapkan algoritma dalam setiap penyelesaian pemrograman lebih baik daripada mahasiswa yang memperoleh pembelajaran konvensional ditinjau dari keseluruhan mahasiswa; 2) Hasil belajar mahasiswa setelah diterapkan algoritma dalam setiap penyelesaian pemrograman lebih baik daripada mahasiswa yang memperoleh pembelajaran konvensional ditinjau dari KAM (tinggi, sedang dan rendah).
This study aims to improve the representation ability by using generative learning models in 31 state junior high school in Palembang. The method used in this study is a Quasi experimental design with Randomized pretest-posttest, with a sample consisting of class VII.1 as an experimental class taught with generative learning model and class VII.2 as a control class taught with a conventional learning model. Data analysis techniques in this study used N-gain and Independent sample t-test analysis. The result of this study indicate that there is an increase in the mathematical representation ability of students who get generative learning models with a N-gain of 0.70 than those who get conventional learning models with a N-gain of 0,38 in 31 state junior high schools in Palembang.
Improving the quality of learning in schools is carried out by various strategies, one of which is developing teaching materials. The development of teaching materials in modules is currently a very urgent need. Because the application of the module can make learning activities more well-planned, independent, complete, and precise results so that educators can assist schools in realizing quality learning. However, in reality, many educators have difficulty making teaching modules that suit the needs of students. Due to educators' lack of knowledge and training to make teaching modules. Therefore, this PKM activity aims 1) to introduce and equip educators about teaching modules, 2) to assist educators in making teaching modules. The implementation method used in this activity is lecture, practice, and discussion. The activities were conducted online using the Zoom application and offline at SMA Negeri 2 Tebing Tinggi Empat Lawang. The steps in PKM activities are 1) preparation, 2) implementation, 3) reflection. Data was collected through a questionnaire. The implementation of PKM activities showed that the training activities ran smoothly, and the participants were enthusiastic about participating in the training. From the results of data analysis, it can be concluded that 72.8% of the participants stated that this training activity could increase their knowledge and understanding of the module, and 83.3% stated that this training activity could train the skills of educators in doing modules. This activity can contribute to educators producing practical modules to use in the learning process.
This study aims to examine the improvement in students’ mathematical representation (KRM) after the application of the reciprocal teaching (RT) model. The RT learning model is a group learning process which in its implementation uses four strategies namely 1) concluding, 2) making questions, 3) clarifying, and 4) predicting. This study uses a quasi-experimental method with a non-equivalent pretest and posttest control group design. The subjects of this study were students of mathematics education study programs at Universitas PGRI Palembang academic year 2018-2019. This type of research is quantitative research in which the data were taken in the form of pretest and posttest data whose results show that there is an increase after the implementation of the RT model for student KRM. It can be seen from the n-gain test that gets RT learning models by 0.3 while those who get conventional learning are 0.2. Furthermore, a t-test was performed to see whether it was significant or not, it was found that t-count < t-table so that H0 was rejected, which means there was no significant increase in measuring student KRM.
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