The sudden change caused by the global pandemics of COVID-19 leads to the classroom transformation from classical face-to-face meetings into virtual. The development of technology enables classroom variation by providing various applications that can be employed to facilitate learning activities. Nonetheless, not all situations suitable to use advanced technology during distance learning. Some students are living in remote areas with limited internet connection. This study aims to offer an alternative if most of the students were having difficulties with the internet and minimum devices to download heavy applications. The alternative is by using a chat group with an emphasis on the students’ interaction during the lesson. This descriptive study was conducted at a university in Mataram, Indonesia. The subject was 17 students in the Mathematics Education Study Program who follow the course of Abstract Algebra. The data were gathered from students’ observation during the lessons and students’ written work in the middle semester test. The data were analyzed by using descriptive qualitative method. From the analysis, it was found that the students’ activity during distance learning was 83.5%. Furthermore, 88.23% of students achieved the minimum score for the middle semester test (more than 56). The study showed that mathematics teaching and learning could be done with a secure and straightforward access application to gain good results.
Abstrak: Penelitian ini bertujuan untuk meningkatkan aktivitas dan hasil belajar siswa SMPN 1 Lingsar kelas VII-1 pada materi segi empat melalui penerapan model pembelajaran Kooperatif tipe Snowball Thowing. Penelitian ini merupakan penelitian tindakan kelas yang dilaksnakaan dalam 2 siklus. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran tersebut dapat memperbaiki aktivitas dan hasil belajar siswa. Hal ini ditunjukkan oleh skor aktivitas siswa tergolong tinggi pada siklus I dan sangat tinggi pada siklus II. Sedangkan skor rata-rata hasil evaluasi belajar siswa mengalami peningkatan pada tiap siklus yaitu pada siklus I rata-rata skor hasil evaluasi belajar 58,2 dengan ketuntasan klasikal 50% dan pada siklus II skor rata-rata hasil evaluasi belajarnya mencapai 85,74 dengan ketuntasan klasikal 89%. Capaian tersebut menunjukkan bahwa penerapan Model Pembelajaran Kooperatif tipe Snowball Throwing pada pembelajaran segiempat dapat meningkatkan aktivitas dan prestasi belajar siswa SMP Negeri 1 Lingsar kelas VII-1 tahun pelajaran 2012/2013. Kata kunci:Kooperatif tipe snow ball throwing, aktivitas belajar, hasil belajar. Abstract:This research aims to improve the activity and student learning outcomes SMPN 1 Lingsar class VII-1 on the rectangular material through the implementation of cooperative learning model type thowing Snowball. This research is a classroom action research conducted in two cycles. The results showed that the application of the learning model can improve the activity and student learning outcomes. This is demonstrated by the student activity score relatively high on the first cycle and very high in the second cycle. While the average score on the evaluation of student learning has increased in each cycle, namely in the first cycle an average score of 58.2 on the evaluation study with classical completeness 50% and the second cycle the average score on the evaluation study reached 85.74 with classical completeness 89%. These achievements show that the application of cooperative learning model type Snowball Throwing on the rectangular material can increase the activity of learning and student achievement SMP Negeri 1 Lingsar class VII-1 of the school year 2012/2013.
Tujuan penelitian ini adalah untuk meningkatkan kemampuan pemecahan masalah mahasiswa Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan Universitas Mataram melalui model pembelajaran Creative Problem Solving (CPS) pada mata kuliah Analisis Kompleks. Penelitian ini menggunakan pendekatan penelitian tindakan kelas yang terdiri dari beberapa tahapan, yaitu: perencanaan, tindakan, observasi, dan refleksi. Tahap perencanaan terdiri dari kegiatan penyusunan rencana pembelajaran, instrumen penelitian, pada tahap tindakan meliputi kegiatan pemberian tindakan berupa pembelajaran sesuai dengan rancangan pembelajaran yang telah dibentuk sesuai dengan prinsip-prinsip pembelajaran Creative Problem Solving (CPS), tahap observasi meliputi kegiatan observasi terhadap aktivitas mahasiwa selama pembelajaran, khususnya pada saat diskusi dan keterlaksanaan tindakan serta hambatan-hambatan yang ditemui, dan tahap refleksi merupakan kegiatan refleksi terhadap pelaksanaan pembelajaran berdasarkan hasil observasi dan hasil penilain kemampuan pemecahan masalah. Hal-hal yang menjadi perhatian pada tahap refleksi ini adalah penilaian terhadap keterlaksanaan tindakan, hambatan-hambatan yang muncul, serta kemajuan-kemajuan yang telah dicapai. Untuk memperoleh data penelitian digunakan dua jenis instrumen penelitian yaitu lembar observasi pelaksanaan pembelajaran dan pedoman observasi serta soal tes kemampuan pemecahan masalah. Hasil penelitian ini menunjukkan bahwa rata-rata kemampuan pemecahan masalah mahasiswa pada siklus I adalah sebesar 68,56 meningkat menjadi 83,00 pada siklus II. Rata-rata peningkatan kemampuan pemecahan masalah adalah sebesar 21,06 %. The purpose of this study is to improve the problem solving skills of Mathematics Education students Fakulty of Teacher Training and Education University of Mataram through Creative Problem Solving (CPS) learning model in Complex Analysis course. This study uses a classroom action research approach. Each cycle consists of several stages: planning, action, observation, and reflection. At the planning stage consists of the activities of the preparation of the lesson plans, the preparation of research instruments, the action stage includes activities in the form of teaching activities in accordance with the design of learning that has been formed in accordance with the principles of learning Creative Problem Solving (CPS), the observation stage includes activity observation of activity students during the lesson, especially during the discussion and implementation of the actions and obstacles encountered, and the reflection stage is a reflection of the implementation of learning based on the results of observation and the results of assessment of problem-solving skills. Matters of concern at this stage of reflection are an assessment of the implementation of actions, constraints arising, and the progress that has been achieved. Two types of research instruments were applied to obtain research data. The research instruments are observation sheets of instructional implementation and observation guidance as well as test problem solving abilities. The results of this study indicate that the average ability of problem solving students in cycle I is equal to 68.56 increased to 83.00 in cycle II. The average increase in problem solving ability is 21.06 %.
This paper is a part of a larger study which aimed to design a learning trajectory in pre-algebra. As a design research, it follows three steps of Preliminary Studies, Teaching Implementation and Retrospective Analysis. To enhance the quality of learning, we adjusted the socio-mathematical norms in the teacher's lesson plan. One aspect that will be discussed in the present study is the order of the students' solution during group and class discussion. The subjects of the study were 32 fifth grade students of a state elementary school in Palembang. We gathered the data about teacher and students' behavior during the lesson by using observation and interview method. To crosscheck the data, the students' written work was also considered. The collected data were analyzed qualitatively by using constant comparative method. The results showed that the students were actively engaged in learning and brave to share their ideas if the teacher gave them opportunities. In addition, the students' selfefficacy was fostered if the teacher connected the ideas of students, instead of directly judging them as correct or not. This enhanced students' self-efficacy. Hence, the students were actively engaged in learning and no one left behind. Consequently, it is recommended to establish the sociomathematical norms in conducting Mathematics lesson.
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