Pengembangan Bahan Ajar Struktur Aljabar Untuk Meningkatkan Kemampuan Pembuktian Matematis Mahasiswa

Fadillah, Syarifah; Jamilah, Jamilah

doi:10.21831/cp.v1i1.8379

Cited by 19 publications

(22 citation statements)

References 2 publications

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“…This research is in line with the research conducted by Purwanti (2016) that the feasibility of a teaching material, in this case is a HOTS-oriented sociology learning assessment module must fulfill the feasibility aspects from the point of view of the material expert and students as users. This research is also in line with research conducted by Fadillah and Jamilah (2016) that the use of teaching materials should be combined with the use of learning models so that the developed teaching materials can be used to the fullest.…”

Section: Results and Dicussionsupporting

confidence: 85%

Validation in the Development of Cost Accounting Practicum Module of Guided Discovery Methods

Susanti

Ramayani

Yulhendri

et al. 2019

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This study aims to validate the development of cost accounting practice modules so that they are more effectively used by students in the learning process. This type of research is descriptive research that will describe the validation process from module development to finding results about module validity that has been compiled. The source of research data was obtained from module validation sheets which were assessed based on each indicator by two experts. Data analysis techniques were carried out qualitatively and quantitatively. Data from the module validation sheet were analyzed quantitatively, and then descriptive techniques were used to draw qualitative conclusions. The results of the study indicated that the modules that have been designed were eligible to be used in the learning process of cost accounting practice courses at STKIP PGRI West Sumatra. These results were based on the results of material validation with an assessment of four indicators, namely the suitability of the material with competency standards, the accuracy of the material, supporting learning material and material updating with an average score of 3.2 by each expert. Expert advice for module improvement before practicing practice is that it is necessary to add information in the example of problem calculation and improvement in language writing.

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Section: Results and Dicussionsupporting

confidence: 85%

Validation in the Development of Cost Accounting Practicum Module of Guided Discovery Methods

Susanti

Ramayani

Yulhendri

et al. 2019

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“…Kualifikasi sangat baik dapat dicapai disebabkan karena beberapa hal yaitu: (1) Kejelasan identitas, indikator, dan tujuan pembelajaran yang terdapat pada E-modul, (2) kesesuaian sistematika, isi materi, dan kedalaman materi yang disajikan pada E-modul, (3) pada aspek bahasa kejelasan informasi dapat tersampaikan dengan baik, penggunaan bahasa dan keterbacaan teks sesuai, dan (4) kejelasan rumusan soal evaluasi, serta tingkat kesulitan soal sesuai. Hal ini juga dibuktikan oleh penelitian yang dilakukan oleh Belawati (Fadillah & Jamilah, 2016) yang menyatakan bahwa kejelasan dalam penyusunan penyusunan bahan ajar serta sistematika materi akan lebih mudah dipahami oleh siswa dalam menyerap sebuah informasi. Keterbacaan modul akan memudahkan siswa dalam memahami materi sekitar 79% (Aryawan & Dkk, 2018;Rasmawan, 2018).…”

Section: Pembahasanunclassified

Meningkatkan Hasil Belajar Biologi Melalui E-Modul Berbasis Problem Based Learning

Pramana¹,

Jampel²,

Pudjawan³

2020

j. edutech.

133

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Minimnya media inovatif dalam proses pembelajaran memberikan dampak yang signifikan pada penurunan hasil belajar siswa karena mereka merasa bosan dalam proses pembelajaran. Hal tersebut menjadi dasar yang mendorong dilaksanakannya penelitian ini. Penelitian ini bertujuan untuk mendeskripsikan proses bangun dan validitas E-modul berbasis PBL. Jenis penelitian ini adalah penelitian pengembangan dengan model ADDIE yang terdiri dari lima tahapan yaitu analisis, desain, pengembangan, implementasi dan evaluasi. Metode yang digunakan untuk pengumpulan data yaitu observasi, wawancara, dan kuesioner. Teknik analisis data yang digunakan yaitu analisis deskriptif kualitatif dan analisis deskriptif kuantitatif. Rancangan E-modul berbasis PBL valid dengan: (a) pembelajaran blended valid dengan: (a) hasil review ahli pelajaran dengan kualifikasi sangat baik (90,6%), (b) hasil review ahli desain pembelajaran dengan kualifikasi sangat baik (97,1%), (c) hasil review ahli media pembelajaran dengan kualifikasi sangat baik (92,5%), (d) hasil uji coba perorangan dengan kualifikasi sangat baik (95%), (e) hasil uji coba kelompok kecil dengan kualifikasi sangat baik (95%). Jadi, penelitian ini menunjukan bahwa validitas E-modul berbasis problem based learning pada kulifikasi sangat baik dan layak untuk digunakan dalam proses pembelajaran.

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“…Saefudin (2012) stated that making the students accustomed to practicing mathematical proving tasks and making conjectures before doing them will enable the students to deal with the proving tasks. Also, Fadilah & Jamilah (2016) added that the learning process about mathematical proof should be displayed in the form of activities that facilitate the construction and reconstruction process of students' conceptual understanding. We also need to focus on strengthening the initial knowledge, because it greatly supports the students' understanding in learning mathematics as stated by Chamundeswari (2014).…”

Section: Description Of Mathematical Proving Abilitymentioning

confidence: 99%

Analysis of Mathematical Proof Ability in Abstract Algebra Course

Agustyaningrum¹,

Husna²,

Hanggara³

et al. 2020

ujer

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Mathematical proving is an important ability to learn abstract algebra. Many students, however, found difficulties in solving problems involving mathematical proof. This research aims to describe the students' mathematical proving ability and to find out the difference of the ability among students in private universities with three different levels of accreditation-A, B, and C. We used descriptive and comparative methods to reach the goals by involving mathematics education department students from A, B, and C-accredited private universities as its subjects. We used a test and interview to collect the data. The data of the students' mathematical proving ability were then statistically described and then compared among the three subject categories using the Kruskal-Wallis test and U Mann Whitney post hoc test. The results suggest that the students' mathematical proving ability from the A, B, and C-accredited universities respectively were 77.14 (high category), 39.32 (low category), and 36.78 (low category). Furthermore, the comparison results suggest that the significant differences only happen between universities with A and B accreditation level, and between the ones with A and C accreditation. Based on these findings, the mathematical proving ability of the students from B and C-accredited universities still needs to be improved by making the students accustomed to exercising with proof problems, motivating them to learn, and providing them learning materials that are easy to understand.

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Pengembangan Bahan Ajar Struktur Aljabar Untuk Meningkatkan Kemampuan Pembuktian Matematis Mahasiswa

Cited by 19 publications

References 2 publications

Validation in the Development of Cost Accounting Practicum Module of Guided Discovery Methods

Validation in the Development of Cost Accounting Practicum Module of Guided Discovery Methods

Meningkatkan Hasil Belajar Biologi Melalui E-Modul Berbasis Problem Based Learning

Analysis of Mathematical Proof Ability in Abstract Algebra Course

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