Penelitian dan Pengembangan ini difokuskan untuk mengembangkan modul statistika deskriptif berbasis pemecahan masalah. Modul dikembangkan menggunakan tahapan perencanaan, perancangan, dan pengembangan yang diadopsi dari model pengembangan Thiagarajan. Modul dikatakan valid berdasarkan penilaian validator; dikatakan praktis berdasarkan hasil angket respon mahasiswa; dan dikatakan efektif berdasarkan hasil ujicoba modul berbasis pemecahan masalah. Hasil validasi menunjukkan bahwa modul memenuhi kevalidan dengan rata-rata 3,45 dari rata-rata maksimal 4,00. Hasil angket respon memenuhi kriteria kepraktisan dengan rata-rata 4,47 dari rata-rata maksimal 5,00. Sedangkan hasil tes kemampuan pemecahan masalah mahasiswa memenuhi kriteria keefektifan yang ditunjukkan dari hasil uji One-Sampel t-Test bahwa pemecahan masalah mahasiswa telah mencapai KKM yang ditentukan. Berdasarkan ketiga hasil tersebut menunjukkan bahwa modul berbasis pemecahan masalah memenuhi ketiga kriteria tersebut, yaitu: valid, praktis, dan efektif.
Saat ini UMP telah memiliki 11 Fakultas dan 33 Program Studi. Jumlah mahasiswa UMPmeningkat setiap tahunnya. Hal ini terlihat dari jumlah mahasiswa baru yang semakin banyakdi setiap penerimaan mahasiswa baru. Namun, jumlah mahasiswa baru masih belummencapai target yaitu 3500 mahasiswa. Berbagai macam strategi dan cara sudah dilakukanoleh pihak Biro Penerimaan Mahasiswa Baru (BPMB) UMP untuk mencapai target tersebut.Namun, beberapa strategi tersebut tidak tepat sasaran, sehingga minat calon mahasiswatidak sesuai harapan. Untuk itu perlu dilakukan suatu terobosan untuk meningkatkan jumlahmahasiswa baru UMP. Kelebihan model ARIMA adalah memiliki sifat yang fleksibel(mengikuti pola data), memiliki tingkat akurasi peramalan yang cukup tinggi dan cocokdigunakan untuk meramal sejumlah variabel dengan cepat, sederhana, akurat karena hanyamembutuhkan data historis untuk melakukan peramalannya. Model ARIMA(1,1,1) tanpakonstan merupakan model yang terbaik untuk meramalkan data mahasiswa FKIP dan FT,hasil peramalan menunjukkan bahwa FKIP terjadi trend kenaikan positif mencapai 649mahasiswa di tahun 2021 dan dapat dimaksimalkan mencapai 1080 mahasiswa, sedangkanhasil peramalan menunjukkan bahwa FT terjadi trend penurunan mencapai 187 mahasiswa ditahun 2021 dan dapat dimaksimalkan mencapai 355 mahasiswa.Kata kunci: Peramalan, mahasiswa baru, ARIMA
This study aimed to improve students' learning motivation through Snow Ball Throwing on Graph Theory. The mean of students' learning motivation showed 3.54 in good criteria. The score of students' learning motivation then increased to 3.57 in good category. The conclusion of this study was the students' learning motivation on Graph Theory improved through Snow Ball Throwing. The results showed that the learning activities improved in each cycle in which the students showed their enthusiasm and became more active in the learning process.
Mathematics is an abstract subject. Many students do not stay long in learning mathematics. The Covid-19 pandemic conditions require students to study at home. This makes students learn to be more independent. There needs to be innovation in learning. The use of Kahoot can assist teachers in making variations in learning. The use of kahoot can motivate students to learn mathematics. This study shows a positive response to the use of kahoot. Students enjoy using kahoot. Kahoot is one of the variations in the online learning they follow
. Lesson Study (LS) is the learning of assessment activities carried out by a group of teachers / faculty collaborative and sustainable to test and improve the effectiveness of learning. In this study, the implementation of lesson study to improve student interest in learning through the learning method Seminars Group. The results obtained by analysis of the average increase student interest in learning. Cycle 1 gained an average interest of students 67, 86 in the category of high interest in learning. In the first cycle of the findings of the observer focused on seating position make it difficult for the observer to move and students still do not concentrate on learning. Seat that is positioned in groups. Cycle 2 gained an average of 70.78 in the category of student interest high interest in learning. In Cycle 2 focused on the position of the seat. Apparently after the seat is positioned to the observer, the motion less students, so many students are easily sleepy and easier to jaw, with no attention to the lecturer. Cycle 3 gained an average of 72.59 students' interest in the category of high interest. In the do cycle 3, the observer gain some findings that many students were late, and there are still some students who own story. This is possible because they are too short presentation and question focus. Suggestions observer, lecturer models the moderator in the learning process. Cycle 4 gained an average of 72.71 in the category of student interest high interest in learning. Learning is in conformity with the plan, but there are still students who do the work of other subjects. This is a model professor responded by asking questions that make students think, re-concentration of students with learning again.
Quadratic function is one of the important topic in mathematics. The purpose of this study is to describe the mistakes made by students when drawing a quadratic function graph. In this research, the focus of the problem is what type of mistakes made by students in drawing a graph of quadratic functions. The form of error here referred to an error in doing the exercise of drawing quadratic function graph in learning with the PBL model using a true or false strategy assisted by GeoGebra application. The conclusion of this research states that the error in drawing quadratic function graph is dominated by procedural errors. PBL model with true or false strategy with the help of GeoGebra application can be an alternative learning to overcome students' mistakes in drawing quadratic function graphs
Mathematics is an abstract object so students need context to make it easier to learn. The use of context is needed to bring students closer to mathematics, students, teachers, and the context itself. Learning mathematics through an Islamic context is a form of preservation of Islam which is expected to be a means of reminder in daily behavior. The purpose of this study is to explore mathematics and create mathematical questions based on the context of the Great Mosque of Purbalingga. The method of data collection is documentation, observation and library research. Data were analyzed by means of reduction, data presentation, and drawing conclusions. The result is that the Purbalingga Great Mosque building has mathematical elements that students can learn. These are the axis of symmetry, trigonometry, congruence, shape and area of plane figures, comparisons, and measurements. Mathematical questions are also presented to help students develop mathematical adaptation skills to the surrounding situations. Keywords: mathematical exploration, mathematical questions, Purbalingga Great Mosque
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