Collaborative Assessment Using QR-Code on Ethno-mathematics Learning for Pre-Service Teacher

Rahayu, Ratri; Ulya, Himmatul; Kartono, Kartono; Isnarto, Isnarto; Kurniasih, Nuning

doi:10.14419/ijet.v7i2.13.16934

Cited by 9 publications

(5 citation statements)

References 14 publications

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“…In learning mathematics students are invited to learn mathematics that is associated with culture. This is in line that students will more easily understand the material and feel familiar with what is being learned (Fatah et al, 2016;Li et al, 2021;Rahayu et al, 2018). Students become confident in learning mathematics and know the role of mathematics in real life (Bicer et al, 2021;Fathollahzadeh et al, 2021).…”

Section: Discussionmentioning

confidence: 67%

Mathematical Disposition of Students in Open-Ended Learning Based on Ethnomathematics

Ulya

Rahayu

2021

j.of education technology

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Students' low disposition in mathematics causes students to view mathematics as difficult to understand, thus affecting mathematics learning outcomes. Not many students are active because they lack self-confidence, interest in learning mathematics, and curiosity about mathematics. This has an impact on low mathematics learning outcomes. This study aims to test the increase in the mathematical disposition of students who take part in open-ended learning based on ethnomathematics and determine the effect of mathematical disposition on students' mathematical abilities. This quantitative study refers to a one-group pretest-posttest design. Data collection techniques in this study used non-test and test techniques. The instruments used are questionnaires to measure students' mathematical dispositions and test questions to measure students' mathematical abilities. Data analysis techniques used are gain test and regression analysis. The results study indicates that the mathematical disposition of students who participate in open-ended learning based on ethnomathematics increased by 47%, which means that they are in the medium category and mathematical dispositions affect students' mathematical abilities through the application of open-ended questions learning based on ethnomathematics by 57.9%. It is concluded that ethnomathematics-based open-ended learning can improve students' mathematical disposition. This research is that teachers can use open-ended learning based on ethnomathematics to improve students' mathematical dispositions.

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Section: Discussionmentioning

confidence: 67%

Mathematical Disposition of Students in Open-Ended Learning Based on Ethnomathematics

Ulya

Rahayu

2021

j.of education technology

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“…Students are given treatment with the use of QR code in learning become more interested because they use their smartphones so that it has an impact on mathematical problem solving skills which are better than students taught using direct instruction learning. This result is in line because in addition to the efforts of using technology, the use of QR code in learning can be used as a medium to make students become enthusiastic in solving problems related to mathematical thinking skills (Rahayu et al, 2018).…”

Section: Mathematical Problem Solving Ability Of Studentsmentioning

confidence: 69%

Application of Problem Based Learning Assisted By QR Code to Improve Mathematical Problem-Solving Ability of Elementary Teacher Education Students

Santoso

Ulya

Rahayu

2019

indonesian.j.of.mathematics.education

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<p class="JRPMAbstractBodyEnglish">This study aims to examine the effectiveness of Problem Based Learning (PBL) assisted by QR code on students’ mathematical problem solving ability. This experimental research was carried out on students of the Elementary School Teacher Education Study ProgramUniversitas Muria Kudus in the mathematical concept course in the academic year of 2016/2017. The ability to solve mathematical problems is measured by tests. Data analysis techniques used include t-test and proportion test. The results of this study are: 1) the mathematical problem solving ability of students who learn through PBL assisted by QR code is better than the mathematical problem solving ability of students who learn through Direct Instruction learning; 2) the mathematical problem solving ability of students who are taught with PBL assisted by QR code have reached the minimum completeness criteria (MCC) and 3) the proportion of students taught with PBL assisted by QR code that has reached the MCC is better than the proportion of students studying through Direct Instruction learning that have met the minimum completeness criteria (MCC). Thus, the lecturer can develop PBL assisted by QR code to create interesting learning so that students are enthusiastic about the learning, which will have a positive effect on their mathematical problem solving ability.</p>

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“…Perencana pembelajaran juga salah satu peranan guru PAUD dalam pembelajaran (Rusman, 2012 (Ulya & Rahayu, 2018). Pembelajaran berbasis budaya memfasilitasi siswa untuk belajar mengamati dan menganalisis kegiatan sosial, keunggulan lokal, dan situs sejarah (Rahayu, et al, 2018) Metode yang digunakan dalam pelatihan dan pendampingan berdasarkan pendekatan tersebut antara lain sebagai berikut.…”

Section: Masalahunclassified

Pendampingan Pembuatan Aplikasi Eduwisata Keunggulan Lokal bagi Guru PAUD di Jepara

Rahayu¹,

Murti

2020

JPKM

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Permasalahan mitra guru PAUD se-Kecamatan Kalinyamatan Kabupaten Jepara yaitu tidak linearnya pendidikan terakhir yang menyebabkan kesulitan guru dalam merencanakan pembelajaran. Pengetahuan dan keterampilan guru PAUD dalam membuat dan mengembangkan aplikasi android juga masih terbatas. Lembaga PAUD banyak yang memiliki tujuan rekreasi sekolah ke luar Kabupaten Jepara. Oleh karena itu, guru PAUD se-Kecamatan Kalinyamatan membutuhkan inovasi pembelajaran tema edukasi yang berorientasi pada pengenalan keunggulan lokal Jepara yang terintegrasi dengan aplikasi android. Tujuan dari diadakannya kegiatan pendampingan ini yaitu untuk meningkatkan kompetensi dan keterampilan guru dalam merancang sebuah aplikasi android yang mengandung unsur rekreasi sekaligus pendidikan dengan mengusung potensi keunggulan lokal yang ada di Kabupaten Jepara. Program Kemitraan Masyarakat (PKM) ini dilaksanakan di PAUD Kecamatan Kalinyamatan Jepara. PKM dilaksanakan selama 6 bulan muali dari April sampai September 2019. Pendekatan yang digunakan dalam kegiatan pengabdian adalah participant active learning. Hasil kegiatan PKM yaitu peningkatan pengetahuan dan keterampilan guru PAUD dalam membuat aplikasi eduwisata berbasis android. Selain itu, PKM ini menghasilkan aplikasi eduwisata yang dapat digunakan sebagai panduan dalam melaksanakan rekreasi berbasis keunggulan lokal Jepara. Keunggulan local Jepara dikenalkan sejak dini kepada anak didik PAUD dengan harapan tertanamnya kecintaan atas produk, tradisi, tempat bersejarah, dan kebudayaan yang ada lingkungan sekitarnya.

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Collaborative Assessment Using QR-Code on Ethno-mathematics Learning for Pre-Service Teacher

Cited by 9 publications

References 14 publications

Mathematical Disposition of Students in Open-Ended Learning Based on Ethnomathematics

Mathematical Disposition of Students in Open-Ended Learning Based on Ethnomathematics

Application of Problem Based Learning Assisted By QR Code to Improve Mathematical Problem-Solving Ability of Elementary Teacher Education Students

Pendampingan Pembuatan Aplikasi Eduwisata Keunggulan Lokal bagi Guru PAUD di Jepara

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