Evaluation is one of the key factors in the field of education, particularly in the process of teaching, due to its function to assess the extent to which the development of students. In practice, evaluation may be done by using test and non-test technique. Observation, the central issue of this paper, is classified as non-test technique. It is an instrument of collecting data by a systematic process of surveillance and note taking on the behavior of students, both individually and collectively. Additionally, observation is considered the most relevant evaluation instrument to access the affective and psychomotor domain of students. One may implement participative, non-participative, and quasi observation. The quality of this instrument is judged based on its validity, which strongly due to the skill, knowledge, and attitude of the observer.
Albeit the research on the ethnomathematics have extensively undertaken, little empirical evidence reports teachers’ perception on the ethnomathematics approach. To fill the gap, this present case study showcases that the teachers positively perceived ethnomathematics approach. The case study design was applied in this study with a focus on an exploratory overview of Indonesian’s teachers understanding ethnomathematics and practices. Teachers apply myriad media from Buginese and Makassar traditional meals and games in teaching math through the ethnomathematics approach, and most participants agree to include ethnomathematics in the math curriculum. This study found from the findings that by ethnomathematics students can grab the lesson easily and acknowledge their own culture based on the Indonesian National curriculum. Drawing on these findings, policy recommendations for teachers and school stakeholders, along with conceptual and empirical implications are discussed.
Penelitian ini bertujuan untuk mengetahui tingkat kemampuan literasi matematika siswa kelas VII SMP Negeri 5 Pallangga sebelum dan setelah penerapan model pembelajaran Problem Based Learning. Metode penelitian ini adalah Kuantitatif dan jenis penelitian Quasi Eksperimen dengan desain penelitian One Group Pretest-Posttest Design. Teknik analisis yang digunakan adalah analisis statistik deskriptif dan analisis statistik inferensial. Hasil penelitian menunjukkan bahwa terdapat peningkatan kemampuan literasi matematika siswa setelah penerapan model pembelajaran Problem Based Learning di kelas VII SMP Negeri 5 Pallangga Kabupaten Gowa. Hal ini berdasarkan hasil analisis data menggunakan statistik deskriptif untuk kemampuan literasi matematika siswa sebelum penerapan model pembelajaran Problem Based Learning memiliki persentase 50% untuk kategori sedang dan 50% berada pada kategori rendah. Kemudian untuk kemampuan literasi matematika siswa setelah penerapan model pembelajaran Problem Based Learning memiliki persentase 5% untuk kategori sedang, 90% berada pada kategori rendah,dan 5% berada pada kategori tinggi. Adapun hasil analisis statistik inferensial (Paired Sample T-test) diperoleh nilai signifikansi <0.05 yang artinya, terdapat peningkatan kemampuan literasi matematika siswa setelah penerapan model pembelajaran Problem Based Learning di kelas VII SMP Negeri 5 Pallangga Kabupaten Gowa.
Penelitian ini bertujuan menghasilkan sebuah instrumen tes diagnostik untuk mengidentifikasi tingkat pemahaman konsep matematika siswa yang berbentuk pilihan ganda dua tingkat. Penelitian ini merupakan penelitian Research & Development (R & D) dengan menggunakan model pengembangan Tessmer yang dikenal dengan tipe formatif evaluation. Pengembangan Tessmer terdiri dari 4 tahap yaitu preliminary, self evaluation, tahap prototyping (expert reviews, one-to-one dan small group) dan field test. Angket respon siswa pada instrumen tes diagnostik pilihan ganda dua tingkat memenuhi kriteria tercapai dan tidak ada perbaikan/revisi terhadap instrumen tes yang akan dikembangkan karena lebih dari 50% siswa yang memberikan respon positif. Dari hasil angket respon siswa dapat diketahui bahwa produk instrumen tes diagnostik ini dapat dikatakan praktis untuk digunakan. Hasil data tes diagnostik pilihan ganda dua tingkat untuk mengidentifikasi pemahaman konsep siswa, dapat diketahui bahwa jumlah siswa yang termasuk dalam kategori paham konsep 58,95%, persentase siswa yang mengalami miskonsepsi sebesar 12,63% dan persentase siswa yang tidak paham konsep sebesar 28,25%. Berdasarkan hasil pekerjaan siswa dalam menjawab tes diagnostik pilihan ganda dua tingkat dapat dikatakan bahwa produk instrumen tes ini cukup efektif dalam mengidentifikasi tingkat pemahaman konsep matematika siswa.
Evaluation in the world education constitutes an absolute activity, because, evaluation of the development students learning achievement, evaluation subject can be read. Besides that, through evaluation-teacher, lecturer, and manager who involve in a educational institution can know how far and big are the development and growth of teaching program that held in order to achieve the goal which is formulated. The evaluation can be done by using test technique and non test one.non test technique is very various, but this writing only explains two kinds namely; interview and questionnaire.
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