Video pembelajaran merupakan salah satu jenis media yang mengutamakan kekuatan suara dan gambar. Sejarah matematika merupakan mata kuliah pilihan dimana jenis materi dalam mata kuliah ini bersifat faktual, sehingga dalam proses pembelajarannya dosen lebih mengedepankan metode ceramah, presentasi dan diskusi. Untuk lebih mengefektifkan proses perkuliahan maka akan disusun suatu inovasi pembelajaran yaitu dengan mengembangkan video pembelajaran berbantuan aplikasi sparkol videoscribe. Tujuan utama dari penelitian ini adalah mengembangkan video pembelajaran berbantuan aplikasi sparkol videoscribe pada mata kuliah sejarah matematika serta mendeskirpsikan langkah pembelajaran yang mendukungnya. Penelitian ini merupakan penelitian pengembangan yang meliputi tahap concept, design, collecting materials, assembly, test drive dan distribution. Kelayakan pengembangan video pembelajaran diperoleh berdasarkan data dari angket yang kemudian dianalisis secara deskriptif kuantitatif. Penilaian ahli isi mata kuliah mencapai kategori baik, ahli media pembelajaran mencapai kategori baik dan validasi kelompok kecil mencapai kategori baik. Adapun langkah pembelajaran yang dilaksanakan di kelas sebagai berikut: Pendahuluan: membagi mahasiswa ke dalam beberapa kelompok; Inti: Mengamati video, membuat pertanyaan/tanggapan, dan dikusi kelompok; Akhir: kesimpulan dan refleksi.Kata Kunci: Video Pembelajaran, Sparkol Videoscribe, Sejarah Matematika
The purpose of this research is to know the profile or description about the quantitative literacy ability of the students of mathematics prpspective teacher at Universitas Sultan Ageng Tirtayasa semester V of academic year 2017/2018. Quantitative literature closely related with everyday life so that this ability is very important to be owned by students and the next generation of the nation. Prospective math teachers should be able to evaluate themselves about the ability of quantitative literacy so that when a teacher can transfer these abilities to his students. This research uses descriptive research. Quantitative literacy indicators used include interpretation, representation, calculation (counting), assumptions, application / analysis and communication. Furthermore, the category of quantitative literacy ability of candidates for mathematics students is categorized as being with a value of 68.82.
Penelitian ini bertujuan untuk mengevaluasi pengaruh dari penerapan PBL berbantuan media pembelajaran yang dikaji berdasarkan jenis media pembelajaran.Penelitian ini menggunakan metode Systematic literature review (SLR). Artikel dicari pada database Google Scholar, Sinta, Semantic Scholar, Education Resources information Center (ERIC) dan Directory Open Access Journal (DOAJ)dari tahun 2012 hingga 2022. Berdasarkan kriteria inklusi yang ditetapkan, diperoleh34 artikel yang digunakan sebagai studi primer. Setiap artikel didata lalu diklasifikasikan berdasarkan judul, tahun studi, jenjang pendidikan, dan jenis media. Hasil penelitian menunjukkan bahwa integrasi media pembelajaran dengan PBL pada pembelajaran matematika memberikan efek positif terhadap peningkatan kemampuan matematis peserta didik. Sehingga Media pembelajaran sangat cocok diterapkan dengan PBL pada pembelajaran matematika untuk mencapai tujuan dan urgensi dari pembelajaran khususnya dalam peningkatan kemampuan matematis peserta didik
Mathematical skills are needed as a requirement for progress in modern times, and as a provision for the competitive 21st century. This puts pressure on students needing mathematical skills as a result of the learning process. Given the mathematics education students will be a professional teacher who is required to identify and improve the mathematical skills of students in school. So it is necessary to be anticipated early on for prospective math teacher who later become a teacher by knowing the level of his mathematical skills, based on the description of the students can do self-evaluation and follow-up on the advantages and weaknesses in each aspect of mathematical skill that includes comprehension concept, procedural fluency, strategic competence, and adaptive reasoning. The cultural context is integrated so that prospective teachers are able to see the mathematical aspects of their local culture and make it easier to solve the mathematical problems given through the Banten cultural context. The study purposes is to know and describe the picture of mathematical skills in the context of Banten culture in prospective math teachers. The research methode is qualitative method. The research instrument consists of a matter of mathematical skills test of Banten cultural context and interview guidance. Subjects in this study were students of Mathematics Education Department semester I academic year 2017/2018 of 113 students. The results showed that 1) Overall mathematical skill of cultural context of Banten mathematics teacher candidate of University of Sultan Ageng Tirtayasa including medium categorical; 2) There are 50% of mathematics teacher candidates possessing a mathematical skill in the Banten cultural context in the high category, and 30% of math candidates have moderate mathematical skills, and 20% of teachers have low mathematical skills in Banten cultural context; 3) The average aspect of mathematical skill of the Banten cultural context is highest in conceptual concept of understanding, while the average in the aspect of the lowest mathematical skill is on the aspect of the ability of adaptive reasoning.
Online learning or what is called online learning is learning that requires an internet network by utilizing applications such as social media, google classroom, google meet, zoom. The learning process that focuses on students being able to solve problem-solving, to develop knowledge and skills is a discovery learning model. This study intends to analyze the online learning process using the discovery learning model. The conclusion obtained is that the use of online learning is still experiencing problems, such as unstable internet networks, difficulties for students in joining google meet, lack of student discipline in activating the camera. Although it has obstacles in online learning, the discovery learning model can be applied well, this can be seen from the results of students' work in answering questions well.
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