Jurnal Pendidikan dan Pengajaran
https://ejournal.undiksha.ac.id/index.php/JPP
<p>Jurnal Pendidikan dan Pengajaran (JPP) is an international journal which provides a forum for publishing research or review articles related to education and instruction. JPP is published by Universitas Pendidikan Ganesha tri-annually: April, July, and October. Authors are required to register prior to submitting articles. Should you have any problems regarding articles submission, please contact us via email jppundiksha@gmail.com.</p><p><strong>p-ISSN : <a href="http://u.lipi.go.id/1339223525" target="_blank">2301-7821</a> (Print) and e-ISSN : <a href="http://u.lipi.go.id/1478323106" target="_blank">2549-2608</a> (Online)</strong></p>Universitas Pendidikan Ganeshaen-USJurnal Pendidikan dan Pengajaran2301-7821<p><a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license"><img src="https://i.creativecommons.org/l/by-sa/4.0/88x31.png" alt="Creative Commons License" /></a></p><p>JPP is licensed under a <a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license">Creative Commons Attribution-ShareAlike 4.0 International License</a>.</p>Development of problem-solving-oriented mathematics learning tools with TANDUR setting to improve mathematics learning outcomes
https://ejournal.undiksha.ac.id/index.php/JPP/article/view/17243
<p><em>This study aimed to develop and produce a problem-solving-oriented mathematics learning tool with “tumbuhkan”, “alami”, “namai”, “demonstrasikan”, ulangi”, “rayakan” (grow, experience, name, demonstrate, repeat, and celebrate) (TANDUR) setting to obtain a valid, practical and effective learning tool, and improving mathematics learning outcomes of class X Stone-Concrete Construction at SMK Negeri 1 Denpasar. This research was development research with problem-oriented learning model through TANDUR setting using learning support tools which included student manual, teacher manual and RPP. The development of learning tools followed the development procedure of Plom model which consists of 3 phases, namely: 1) Preliminary Research Phase, 2) Prototyping Phase (iteration process of analysis, design and development, formative evaluation and revision), 3) Assessment Phase (semi summative assessment). The subjects of the study were 28 students of class X KB2 at SMK Negeri 1 Denpasar. The required research data included validity, practicality and effectiveness data of learning tools. The validity of learning devices was tested through expert assessment. While the practicality and effectiveness of learning tools were tested through field trials. The results showed that the developed learning tools were valid with the average score of validation on 1) the student book was 3.7 which categorized very valid, 2) the teacher manual 3.8 which categories as very valid. The practicality of the developed learning tools on 1) implementation of learning devices conducted on field trials I averaging 3.1 which categorized as practical, 2) implementation of learning devices on field II averaging 3.2 which categorized as practical. The developed learning devices were effective with the average of the test score of the learning result on the field trial I was 78.92 with the good category, and the results of field study II was 86.07 with the excellent category which had exceeded the value of the Minimum Completion Criteria.</em></p>Margaretha N. InnaI Gusti Putu SudiartaI Made Ardana
Copyright (c) 2019
2019-04-052019-04-055211910.23887/jpp.v52i1.17243Mind mapping: an effective model to improve thematic learning outcomes
https://ejournal.undiksha.ac.id/index.php/JPP/article/view/17244
<em>This study aimed at improving students' learning outcomes of class V in Theme 6 using a mind mapping model. This research was conducted in 2 cycles, i.e. cycle 1 and cycle 2, with each cycle consisting of 3 sessions. The research subjects were 16 students of class V SDN Kutowinangun 10 Salatiga. The research design was arranged based on planning, action, observation, and reflection. Result shows that there is an increase in learning completeness, from 31.25% in pre-cycle to 56.25% and 81.25% in cycle I and cycle II, respectively. Therefore, mind mapping model may increase students' learning outcomes.</em>Desi IstikomahHenny Dewi Koeswanti
Copyright (c) 2019
2019-04-052019-04-05521101410.23887/jpp.v52i1.17244Contribution of mathematics anxiety, achievement motivation, and academic potential to problem solving ability
https://ejournal.undiksha.ac.id/index.php/JPP/article/view/17245
<em>The purpose of this research was to determine the contribution of mathematics anxiety, achievement motivation, and potential academic towards mathematics problem solving ability. The population of this research was 3791 students at class VII public junior high school in Denpasar City. The sample of this study consisted of 483 students who were obtained using proportionate cluster random sampling. The type of this research was ex post facto with path analysis technique. The data of mathematics anxiety and achievement motivation were collected by questionnaires, while the data of potential academic and mathematics problem solving ability were collected by tests. Results showed that (1) mathematics anxiety directly affected potential academic in inverse correlation with contribution of 24.2%, (2) achievement motivation directly affected potential academic in positive correlation with contribution of 62.4%, (3) mathematics anxiety directly affected mathematics problem solving ability in inverse correlation with contribution of 43.1%, (4) mathematics anxiety directly affected mathematics problem solving ability in positive correlation with contribution of 2.6%, (5) achievement motivation directly affected mathematics problem solving in positive correlation with contribution of 41.2%, (6) achievement motivation indirectly affected mathematics problem solving ability in positive correlation with contribution of 6.7%, (7) potential academic directly affected mathematics problem solving ability in positive correlation with contribution of 10.7%, (8) mathematics anxiety and achievement motivation simultaneously affected potential academic in positive correlation with contribution of 69.2% (9) mathematics anxiety, achievement motivation, and potential academic simultaneously affected mathematics problem solving ability in positive correlation with contribution of 79.4%.</em>Desak M. P. D. PutraI Made ArdanaI W. P. Astawa
Copyright (c) 2019
2019-04-052019-04-05521152510.23887/jpp.v52i1.17245Implementation of make a match model to improve thematic learning outcomes
https://ejournal.undiksha.ac.id/index.php/JPP/article/view/17246
<em>Curriculum 2013 focuses on the implementation of thematic learning; thus requires a suitable model of approach to improve student learning outcomes. The purpose of this study was to apply make a match learning model to Curriculum 2013 Theme 7 and analyze its influence to improve learning outcomes in primary school students. This classroom action research was conducted in 2 cycles at SDN Kutowinangun 10 Salatiga with a study sample of 16 students in class IV. Each cycle had 4 stages, i.e. planning, action, observation, and reflection. Data collection techniques used were tests and observations. Result shows an increase in students' learning outcomes indicated by an increase in the number of students who passed the Minimum Completion Criteria, i.e. from 37.5% in cycle 1 to 81.25% at the end of cycle 2. Therefore, make a match cooperative model could be implemented by teachers to improve the quality of learning in the classroom.</em>Heni SusantiElvira Hosein Radia
Copyright (c) 2019
2019-04-052019-04-05521263210.23887/jpp.v52i1.17246Development of mathematics learning tools through scientific approach with problem based learning (PBL) settings to improve motivation and learning achievement
https://ejournal.undiksha.ac.id/index.php/JPP/article/view/17247
<em>This research aimed at obtaining a scientific learning tool in the scientific approach with a valid, practical and effective problem based learning (PBL) setting. This development research was carried out according to Plomp & Nieveen (2010), i.e. (1) initial phase, (2) prototype phase, and (3) assessment phase (semi-summative evaluation). The learning tools consisted of student books and teacher manuals. This research was carried out at SMP Negeri 4 Mengwi. Learning device quality data was collected with validation sheets, learning device implementation sheets, student response questionnaires and teacher responses, motivation questionnaires and mathematics learning achievement tests. The characteristics of student books are (1) learning begins with real problems in everyday life that related to the material being studied; (2) students are given the opportunity to ask questions from the observations that have been done and answered by their colleagues; (3) discuss and seek solutions from the problem of "come thinking!" which has been given in groups; (4) presenting the results of the discussion, thus the students can give opinions, ask questions, and respond; (5) there is a summary of each material in each chapter. Characteristics of the teacher's manuals are (1) the existence of an initial narrative that describes the framework of the material to be studied; (2) contains the way the teacher facilitates learning in each part of the material; (3) include the student's book thus the teacher does not need to bring the students’ book; (4) there is an alternative solution to the problems and those problems are given in the student book; (5) the planting concept is done through problem based learning. The results showed that learning devices met the criteria: (1) valid, with an average validity was 3.62 based on the opinions of two validators, (2) practical, with an average practicality was 3.13 based on the implementation of learning devices from the viewer's opinion, teachers, and students, (3) effective, with an average learning motivation of 81.9 and the average results of the 80.9 student learning achievement test were based on students' completeness in learning material that exceeds the defined KKM by showing increased in the motivation and student learning achievement.</em>Ni Luh Sintya DewiGede SuwekenI Gusti Putu Sudiarta
Copyright (c) 2019
2019-04-052019-04-05521333910.23887/jpp.v52i1.17247