AbstrakPenelitian bertujuan untuk mengetahui kemampuan berpikir kritis matematis siswa SMP menggunakan pembelajaran inkuiri pokok bahasan bangun ruang sisi datar kubus dan balok. Jenis penelitian ini adalah penelitian kualitatif. Subjek penelitian berjumlah enam siswa kelas VIII B SMP Negeri 1 Sentolo. Data yang diperoleh berbentuk tertulis dan lisan. Data tertulis diperoleh dari tes tertulis, dan data lisan diperoleh melalui wawancara Hasil penelitian menunjukkan bahwa siswa kelompok atas mampu membangun semua indikator kemampuan berpikir kritis matematis dengan tepat dan lengkap, siswa kelompok tengah mampu membangun semua indikator kemampuan berpikir kritis matematis dengan tepat, namun terdapat sedikit kekurangan pada indikator 1, 2, 3, dan 4, sedangkan siswa kelompok bawah mampu membangun semua indikator kemampuan berpikir kritis matematis dengan tepat, namun terdapat sedikit kekurangan pada indikator 2 dan 3, serta terdapat banyak kekurangan pada indikator 1 dan 4. AbstractThe research aims to know student's mathematics critical thinking ability at the inquiry learning process of P flat side geometry of cube and cuboid class VIII B SMP Negeri 1 Sentolo. This kind of research is qualitative research. The research subject was six students of class VIII B SMP Negeri 1 Sentolo, that consist of two students of high class, two students of the middle class, and two students of low class. The collected data was in the form of written and oral. The written data was obtained from the test, and the oral data was obtained from the interview. Mathematic critical thinking ability was measured based on Ennis' indicator. The research result showed that after student followed the learning process with guided inquiry learning method, high-class students can build the entire indicator of mathematic critical thinking ability correctly and completely, middle-class students can built the entire indicator of mathematic critical thinking ability correctly but there were little problems at the indicator 1, 2, 3 and 4, whereas low-class students can build the entire indicator of mathematic critical thinking ability correctly but there were little problems at the indicator 2 and 3. Besides, they less in indicator 1 and 4. PENDAHULUANMatematika berperan penting dalam dunia pendidikan dan kehidupan sehari-hari.Ollerton (2010) menyatakan bahwa matematika berkaitan dengan pemahaman dalam
<table border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="369"><p>The research purpose was to produce learning material as the quality of Student Work Sheets based on contextual learning to facilitate Mathematics concept understanding skill of Junior High School student 7th Grade at triangle material and to describe the quality of Student Work Sheets that has a valid, simple and effective qualification. Student Work Sheets development based on Ministry of Education development model that adapted from Borg and Gall procedure development through some steps: (1) doing product development analysis, (2) developing beginning product, (3) expert’s validation and revision, (4) small-scale field test and product revision, and (5) significant scale field test and last product. Student Work Sheets quality described based on the marking result of material expert, media expert, and mathematics teacher for the validation aspect, student respond questionnaire and observation sheets of learning application for simplicity aspect, also a post-test question for affectivity aspect. The research result showed that the quality of Student Work Sheets product in validation aspect fulfill good and very good criteria based on the mark from a material expert, media expert, and assessor with the average score for each aspect was 4,19; 4,31; and 4,23. Simplicity aspect fulfills good and very good criteria based on the result of student respond questionnaire and observation sheets of learning application with the average score for each aspect was 3,55 and 93,68%. However, for affectivity aspect fulfill good criteria based on student post-test with the average score was 79,17 from the maximal score was 100 and completeness percentage was 69%.</p></td></tr></tbody></table>
Penelitian ini bertujuan untuk mengetahui efektivitas model Problem Based Learning (PBL) pada pembelajaran matematika ditinjau dari pemahaman konsep matematika siswa kelas VII Sekolah Menengah Pertama Kabupaten Bantul. Jenis penelitian ini adalah penelitian eksperimen dengan desain penelitian The One-Shot Case Study Design. Populasi dalam penelitian ini adalah Sekolah Menegah Pertama Kabupaten Bantul. Teknik pengambilan sampel dengan purposive sample. Sampel penelitian ini yaitu kelas VII A SMP Negeri 2 Sewon, Kelas VII A SMP Negeri 3 Sewon, dan kelas VII A SMP PGRI Kasihan. Teknik pengumpulan data menggunakan observasi, tes, wawancara, dan dokumentasi. Hasil uji coba instrument soal tes pemahaman konsep dinyatakan bahwa soal valid dan reliabel. Data hasil penelitian menunjukkan bahwa data berdistribusi normal. Teknik analisis data hasil penelitian ini menggunakan uji t satu pihak kanan dengan taraf signifikasi = 0,05.Berdasarkan hasil akhir penelitian disimpulkan bahwa model Problem Based Learning (PBL) efektif ditinjau dari kemampuan pemahaman konsep matematika siswa kelas VII Sekolah Mengengah Pertama. Hal ini ditunjukkan dari hasil uji t tentang nilai rata-rata pemahaman konsep matematika siswa kelas VII SMP Negeri 2 Sewon dengan hasil (uji signifikan dengan ), SMP Negeri 3 Sewon dengan hasil (uji signifikan dengan ), dan SMP PGRI Kasihan dengan hasil (uji signifikan dengan ). Kata kunci : Model Problem Based Learning (PBL), pemahaman konsep
Sekolah Penggerak is a school that implements an independent curriculum. SMP N 4 Patuk is one of those who are included in the first batch. End of school year activities must provide reports on student learning outcomes and confirmation of grade promotion. The first batch of driving schools have not found examples or best practices in compiling the document. Thus, there is a need for mentoring and strengthening of the learning committee in completing grade promotion documents. This is the basic foundation for the implementation of service and is carried out through three steps, namely preparation, implementation, and closing. At firts stage, the team communicated for permits from both schools and universities. In addition, the service team prepares materials related to the preparation of learning outcomes reports. Next is the implementation stage, the team conveys the material and then continues with discussions. In the last stage, which is closing, the servant conducts a simulation of filling out report for the Projek Profil Pelajar Pancasila activities. The results of the service activities for the learning committee showed an increase in the understanding and enthusiasm of the teachers in driving the transformation of the Sekolah Penggerak
ABSTRAKPermasalahan yang di alami oleh mitra pengabdian adalah kurangnya pengetahuan guru terkait PTK dan pelaksanaannya sehingga guru-guru di SD Tamansari 1 dan 2 tidak melaksanakan PTK. Selain itu pelatihan-pelatihan PTK yang ada tidak dilakukan secara berkesimbungan sehingga tidak membawa hasil dan memotivasi guru untuk melakukan PTK. Tujuan PKM ini adalah memperkuatan materi PTK untuk meningkatkan pengetahuan terkait PTK yaitu konsep dasar PTK, identifikasi masalah dan penyelesaian masalah dalam PTK, pengembangan Instrumen PTK, penyusunan proposal PTK, pelaksanan PTK dan penulisan laporan PTK. Selain itu tujuan dari PKM ini juga untuk melakukan pendampingan penyusunan dan pelaksanaan PTK dilakukan dengan memimbing PTK guru SD tamansari 1 dan 2 Yogyakarta Metode yang digunakan dalam pelaksaan pengabdian ini adalah Workshop dilaksanakan dengan metode ceramah (tatap muka), demonstrasi (praktek), dan pembagian modul untuk penguatan materi PTK serta pendampingan dilaksanakan dengan metode pembimbingan dan pelaksanaan PTK bersama. Hasil PKM adalah guru di SDN Tamansari 1 dan 2 dapat lebih memahami pentingnya PTK konsep PTK, pelaksanaan PTK, dan pelaporan PTK. ABSTRACTThe problem experienced by service partners is the lack of knowledge of teachers related to CAR (Class Action Research) and its implementation so that teachers at Tamansari 1 and 2 Elementary Schools do not carry out CAR. In addition, the existing CAR trainings are not carried out continuously so that they do not bring results and motivate teachers to do CAR. The purpose of this community service is to strengthen CAR material to improve CAR-related knowledge, namely the basic concept of CAR, problem identification and problem solving in CAR, development of CAR Instruments, preparation of CAR proposals, CAR implementation and writing of CAR reports. In addition, the purpose of this PKM is to provide assistance in the preparation and implementation of CAR by guiding CAR 1 and 2 Yogyakarta elementary school teachers. The method used in the implementation of this service was the Workshop carried out with the lecture method (face to face), demonstration (practice), and the distribution of modules for strengthening CAR material and assistance was carried out with the method of coaching and implementing CAR together. community service results are that teachers in SDN Tamansari 1 and 2 can better understand the importance of CAR concepts, implementation of CAR, and CAR reporting.
Mathematics problem solving is one of the goals of mathematics instruction. The learning process influences mathematics problem-solving. This research aims to know the mathematics problem-solving ability with guidance Inquiry learning process. The research method was descriptive qualitative. Data resource were students of class VII A at Junior High Islamic School 4 Kulon Progo, Yogyakarta, Indonesia. The subjects of this study consisted of 6 students who were divided into three groups, namely the top group, the middle group, and the under group with each consisting of 2 students. The obtained data was in the form of written and spoken with the technique of problem-solving ability test and interview. Data analysis was carried out through data reduction, data display, and conclusion. Data validation used source triangulation. The result showed that student of the high class could reach the entire indicators with criteria of problem-solving ability was very high. The student of the middle class was not able to reach the indicator of looking back with criteria of problem-solving ability was high and enough. The low-class student was not able yet to reach the indicator of understanding the problem, devising a plan, carrying out the plan, and not able to looking back with criteria of problem-solving ability was enough.
Working memory has a vital role in mathematical problem-solving activities. The purpose of this investigation is to explore the working memory in mathematical problem-solving activity in students with low ability. The central question was: How does low ability students at Universitas PGRI Yogyakarta on mathematical problem-solving activity? Research questions were as follows: 1) How does long-term memory influence student’s ability to problem-solving activity? 2) How does working memory influence on student’s mathematical problem-solving activity? Data was gathered from 3 participants through interviews; a follow up with a written interview and a reflective journal study. Data indicated that participants experienced have not mastered the prior skills needed to solve the differential problem, which led to delay in solving the problem. Findings also indicated that long-term memory and working memory influence speed of the problem-solving.
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