Pembelajaran Berbasis Digital:  Studi Penggunaan Geogebra Berbantuan E-Learning Untuk Meningkatkan Hasil Belajar Matematika

Sudihartinih, Eyus; Wahyudin, Wahyudin

doi:10.20414/jtq.v17i1.944

Cited by 8 publications

(10 citation statements)

References 10 publications

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“…Research on the Rasch model for instrument validation has been carried out by several researchers (Khumaeroh et al, 2017;Maseko, Luneta, & Long, 2019;Nisa et al, 2017;Purnomo, 2016;Susdelina et al, 2018). Meanwhile, several other researchers studied the Rasch model for ability analysis (Folastri, Rangka, & Ifdil, 2017;Sari, Sekarwana, Hinduan, & Sumintono, 2016;Sudihartinih, Purniati, & Rohayati, 2019;Sudihartinih & Wahyudin, 2019a, 2019bWidhiarso & Sumintono, 2016). In this study, instrument validation on plane geometry was not found.…”

Section: Introductionmentioning

confidence: 74%

Test Instrument Validation of Two Dimensional Geometry Using Rasch Model

Sudihartinih

Prabawanto

2020

MEJ

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The purpose of this study is to describe the results of the analysis of the quality of the mathematical students' initial ability in the field of geometry concepts through the Rasch model. This research is descriptive qualitative research at a university in Indonesia. The participants of this study were 44 students who studied analytic geometry (30 women and 14 men). This research instrument is a matter of description of the concept of geometry as many as four questions. Based on the results of the study note that all items meet the standard criteria as measurement so that the questions can be used as instruments in further research.

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Section: Introductionmentioning

confidence: 74%

Test Instrument Validation of Two Dimensional Geometry Using Rasch Model

Sudihartinih

Prabawanto

2020

MEJ

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“…If they do not perform, they put blame on the teachers of not being able to explain a particular concept, whereas those with a high self-efficacy will put more effort into completing any given task [13]. In this case, Sudihartinih and Wahyudin [26] argue that there is a relationship between self-efficacy and the level of geometric thinking, yet it is weak.…”

Section: Student Self-efficacymentioning

confidence: 99%

Students' Interest in Understanding Geometry in South African High Schools

Mamiala¹,

Mji²,

Simelane-Mnisi³

2021

ujer

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The major contributors of challenges with teaching and learning of Euclidean Geometry relate to teaching pedagogy, teaching methodologies, students' lack of interest in Geometry, lack of understanding of many geometric concepts and lack of use of technology. The performance of students in high school Geometry, Grade 10-12, is poor. Students with high self-efficacy that is linked to interest, are more likely to make efforts to complete a task and persist longer in those efforts. The purpose of this paper was to investigate students' interest in understanding Geometry in high school Further Education and Training phase. Participants were 390 Grade 10-12 Mathematics students from Mpumalanga and North West in South Africa. A mixed-methods approach was utilized following the convergent parallel sequential design. Qualitative data were collected through the survey questionnaire, with open-ended and closed-ended questions to determine students' interest in Geometry. Atlas ti was used to analyse qualitative data. The quantitative aspects were analysed with SPSS. It was found that students indicated that the teachers continue to teach even if they do not understand. The results also showed that more than half (57.1%) of the students felt calm and relaxed when they were attempting Geometry problems. About 60% of the students were confident enough to take Mathematics at high school level, which included Geometry. It is recommended that teachers take into consideration the students' interests when planning and preparing Geometry lessons.

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“…Wherever and whenever both educators and students can communicate and interact virtually. In today's modern era, electronic applications facilitate communication and interaction between educators and students (Sudihartinih & Wahyudin, 2019). In Higher Education, the commonly used learning platforms are the online learning system (SPADA), Zoom Meeting, Google Meet, WhatsApp, Edmodo, Edublogs, Skype, Wikispaces, Schoology, OpenStudy, Quora, Pinterest, and others.…”

Section: Hots-based E-learning In Higher Educationmentioning

confidence: 99%

How to Apply HOTS-based E-learning in Higher Education?

Herianto¹

2021

Rand. Inter. Edu. Ling. Sci. J.

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This research is qualitative research with the type of case study to describe the implementation of e-learning based on HOTS in higher education. E-learning is a necessity that must be used by lecturers when teaching at universities, especially during the current pandemic. The learning must be based on HOTS as the demands of the industrial revolution 4.0 and society 5.0, to produce prospective teachers who can guide their students to have the ability to solve problems in life. The research subjects were 196 people who took the Philosophy of Science course at the PPKN PIPS FKIP Study Program, Mataram University. Data were collected through observation techniques, interview documentation, and tests. After conducting a holistic and specific qualitative analysis, the results show that HOTS-based e-learning is carried out through the stages of preparation for the implementation of learning and evaluation for 16 learning activities. The contents of the activities include discussion of textual material, independent contextual exercises, and completing exams. During the activity, lecturers and students gave positive responses to various supporting factors and existing challenges. This activity has an impact on the acquisition of positive student learning outcomes. As a follow-up suggestion, full vigilance is needed to seek more varied activities to be actively involved in learning activities and successfully pass lectures.

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Pembelajaran Berbasis Digital: Studi Penggunaan Geogebra Berbantuan E-Learning Untuk Meningkatkan Hasil Belajar Matematika

Cited by 8 publications

References 10 publications

Test Instrument Validation of Two Dimensional Geometry Using Rasch Model

Test Instrument Validation of Two Dimensional Geometry Using Rasch Model

Students' Interest in Understanding Geometry in South African High Schools

How to Apply HOTS-based E-learning in Higher Education?

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