PENGARUH PENGGUNAAN QUIZ CREATOR TERHADAP HASIL BELAJAR MATEMATIKA SISWA

Andy Sapta

STMIK Royal, Jl. Prof. H.M. Yamin No. 173 Kisaran

e-mail: sapta@royal.ac.id

 

Abstract: This study aims to determine the effect of using quiz creator to increase students' mathematics learning outcomes in the material Statistics. This study population is students of class XI SMA Diponegoro Kisaran of academic year 2015/2016. From the calculation results obtained by t_count = 4.87 t_{table (0,95)} = 1.67 Thus obtained: t_count > t_table is 4.87 > 1.67 Ho rejected the conclusion that the statement contained the effect of using quiz creator to increased results mathematics learning in materials Statistics.

Keywords: quiz creator, evaluation, learning outcomes

Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan quiz creator terhadap peningkatan hasil belajar matematika siswa pada materi Statistika. Populasi penelitian ini adalah siswa Kelas XI SMA Diponegoro Kisaran tahun ajaran 2015/2016. Dari hasil perhitungan uji t diperoleh t = 4,87 t_{tabel (0,95)} = 1,67 Maka diperoleh: t_hitung > t_tabel yaitu   4,87 > 1,67 sehingga pernyataan Ho ditolak kesimpulannya terdapat pengaruh penggunaan quiz creator terhadap peningkatan hasil belajar matematika siswa pada materi Statistika.

Kata kunci: quiz creator, evaluasi, hasil belajar

Jurnal Mathematics Paedagogic, Vol. VII, No. 1, Sept 2016, hlm. 91 – 96   

PENELITIAN TINDAKAN KELAS

A.    Pengertian Penelitian Tindakan Kelas

Penelitian Tindakan Kelas (PTK) adalah suatu bentuk kajian yang bersifat reflektif oleh pelaku tindakan, yang dilakukan untuk meningkatkan kemantapan rasional dari tindakan–tindakan dalam melaksanakan tugas, memperdalam pemahaman terhadap tindakan-tindakan yang dilakukannya, serta memperbaiki kondisi dimana praktek pembelajaran dilakukan.

B.    Karakteristik Penelitian Tindakan Kelas

1.    Masalah berawal dari guru

2.    Tujuannya memperbaiki pembelajaran

3.    Metode utama adalah refleksi diri dengan tetap mengikuti kaidah-kaidah penelitian

4.    Fokus penelitian berupa kegiatan pembelajaran

5.    Guru bertindak sebagai pengajar dan peneliti

6.    Bukan menemukan pengetahuan baru yang dapat diberlakukan secara meluas

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Andy Sapta, M.Pd., M.Si.

email: sapta@royal.ac.id

KARYA ILMIAH

Suatu karya ilmiah (scientific paper) adalah laporan tertulis dan dipublikasi yang memaparkan hasil penelitian atau pengkajian yang telah dilakukan oleh seseorang atau sebuah tim dengan memenuhi kaidah dan etika keilmuan yang dikukuhkan dan ditaati oleh masyarakat keilmuan. Terdapat berbagai jenis karangan ilmiah, antara lain laporan penelitian, makalah seminar atau simposium, artikel jurnal, yang pada dasarnya kesemuanya itu merupakan produk dari kegiatan ilmuwan. Data, simpulan, dan informasi lain yang terkandung dalam karya ilmiah tersebut dijadikan acuan (referensi) bagi ilmuwan lain dalam melaksanakan penelitian atau pengkajian selanjutnya. 

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Andy Sapta, M.Pd., M.Si.
email: sapta@royal.ac.id

TASK-BASED LEARNING THROUGH RESOURCES-BASED LEARNING

Abstract

Task-based learning involves the use of resourceful environment. In the classroom, the idea is to get something done via the language, to read a text and do something with the information. The activities are the one which actually occurs in real-world situations. A task approach conveys to students the value of fluent and efficient reading, reading for a specific purpose which means reading texts in different ways depending on the information needed and the task to be carried out. In addition, students work with authentic texts from the start by which they derive a sense of accomplishment from their progressively greater comprehension and more extended use of the text.

Keyword : Task Based Learning, Resource Based Learning

The final end of the teaching learning process is to enable students to become independent learners. In the university levels, three types of learning is promoted in every classes: 1) face to face interaction; 2) structured assignment; and 3) independent learning. In the school levels, Students Active Learning (SAL) method emphasizes similar philosophy, which is promoting independent learning. However, only few attention is paid to systematically educate the learners to be independent learners. The learning process designed by lecturers in the university level, for examples, focuses more on face to face interaction and structured assignment. Almost no systematic effort has been done to encourage the students and to provide facilities in the campus setting where independent learning is possible to do. Similarly at schools, classes will be paralyzed without teacher’s attendance which implies that students are very dependent to their instructors. Both show how independent learning needs serious attention.
This article discusses task-based learning as an approach in language learning to promote independent learning. This concept suggests the importance of the availability of varied resources which we call resources-based learning. In this article, we propose that the best implementation of task-based learning is through resources-based learning and the goal of the learning is to promote independent learners.


Mutsyuhito Solin and Sri Minda Sari
Dosen Fakultas Bahasa Universitas Negeri Medan

Proceeding of International Seminar Paper “Resource Based Instruction”
Department of Educational Technology Postgraduate Studies, The State University of Medan Cooperation with
Ikatan Profesi Teknologi Pendidikan Indonesia (IPTPI) North Sumatra

THE POTENCY OF SIBOLANGIT RECREATION FOREST AS LEARNING RESOURCE FOR PLANT ECOLOGY INSTRUCTION

Abstract

Plant ecology is one the subject matter of many subject matters that be taught for biology student at the university, including at the biology department of State University of Medan. It is hoped, through out that subject matter the student has competency to comprehend diversity and abundance of plant in nature. For this purpose, plant ecology instruction must be done by using of learning resource that be found nature. One of learning resource is Sibolangit recreation forest. In this paper, it is discussed and presented the research result the potency of Sibolangit recreation forest as learning resource for plant ecology instruction. Research result showed, there was 71 species of flora that belong to 48 family that can be used as learning resource for plant ecology instruction. Pterocarpus indicus, Bauhinia purpurea and Samanea saman were dominant species. The plant which has specific and giant flower, namely Amorphophallus titanicum Becc can also be found in that recreation forest.

Keyword : Potency, Sibolangit, Forest, Resource Based Instruction, Ecology Instruction

Ecology is biology branch that discuss interrelationship between organisms with their environment. Begon et al. (1990) define ecology as the science that discusses interactions which determine the distribution and abundance of organisms in nature. Therefore, in ecology be studied diversity, abundance and distribution of organisms in nature, as well as factors that influence of biodiversity, abundance and distribution of plants and animals in nature. The objectives of plant ecology instruction at the university, including in Biology department of State University of Medan are the students have competency to comprehend diversity and abundance of Indonesia flora, especially that be found in North-Sumatera. The student must also comprehend its distribution in nature.
As the branch of biology, plant ecology instruction can be carried out both in classroom and laboratory, as well as in the field or nature laboratory (Subiyanto, 1990). In this case, to reach the competency, the learning resource or media which be found in classroom, laboratory, and nature environment can be used. Sudjoko (1985) has confirmed, biology instruction, including plant ecology can be done through field trip in nature or by ecotourism as according to Fandeli and Mukhlison (1994). Of course, the instruction model like this can decrease or lost of verbalism from the student life. Sibolangit recreation forest with the space 24.85 ha is one of biodiversity conservation area in Northsumatera. This forest situates in Sibolangit, Deli Serdang regency. Its distance is 40 km from Medan and can be reached by bus only in one hour. Actually, with its flora richness, Sibolangit recreation forest has big potency as learning resource or media for biology instruction, especially for plant ecology. This big potency can be used by students that live at around of Berastagi city, Karo regency, Dairi regency, Deli Serdang regency and Medan city. However, information about biodiversity and abundance of its flora is still restrictive. Based on that problems, research which attempts to exposes the potency of Sibolangit recreation forest as learning resource for biology instruction, including plant ecology has been done in the year 1994/1995 (Binari et al., 1995). The result of the research is discussed in this paper.

B. Solution
1. Material and Methods
For study the potency of Sibolangit recreation forest as learning resource for plant ecology instruction, some material and method were needed. These materials and methods were as following:
a. Research tools and materials
Some tools and materials that have been used for observation and registration of flora were loupe, telescope, pencil, camera, note book, and stereo microscope. Meanwhile, machete, scissor, knife, stake and some rope were used for flora collection.

b. Research procedures
Research procedures were done according to Krebs (1989). In this case, biodiversity and abundance of flora was taken from the quadrates plot that be placed on the forest. Furthermore, flora identification was based on reference of Laurence (1951), Latiff (1991), Hsuan Keng (1969), Marsono (1977), Heywood (1978), Steenis (1950, 1988), and Tjitrosoepomo (1989). However, data analysis of prominence value of plant or flora was carried out according to Barbour et al. (1987) and Brower et al. (1990).

c. Result and Discussions
• Flora diversity
Result of research showed, there was at least 71 flora species that belong to 48 family in Sibolangit recreation forest that can be used as learning resource for plant ecology instruction at the university.

From the above data, there is so many species and family of flora that grow in Sibolangit recreation forest. Therefore, it means, the role or potency of that forest as learning resource for plant ecology instruction can be confirmed. Actually, this potency can also be used for higher plant taxonomy instruction. By using this recreation forest as learning resource or media, verbalism can be lost from plat ecology instruction and other science of biology branches (Sadiman et al., 2007). It means too, the quality of plant ecology instruction as a science can be increased both in process and product (Dunkin & Biddle, 1974). Hence, the purpose of plant ecology learning, namely to understand the real life process in environment can be reached, too (Sjarmidi & Rustaman, 1995). Improvement of plant ecology instruction both in process and product have implication on graduation quality, mainly on graduation who will work as teacher in the future. Furthermore, this matter has direct effect on student quality as the future generation of the nation.

Plant ecology instruction by using the potency of Sibolangit recreation forest can give direct learning experience and real for students. This matter can also give more learning experience retention for students as according to Edgar Dale (Sadiman et al. 2007). In this case, percent of retention according to Edgar Dale through out his cone experience is 10% from what we read, 20% from what we hear, 30% from what we see, 50% from what we both see and hear, 70% from what we say and 90% from what we both do and say and 95% what we teach others. In Sibolangit recreation forest can be found the plant that has giant flower, namely Amorphophallus titanicum Becc. This plant has specific character. The height of its flower can reach circa 210 cm at the blossom times. The distribution of this plant is restrictive and grows only in Sumatera. Therefore, many peoples want to search that plant for seeing.
Some animals that can also be found in Sibolangit recreation forest that can be used as learning resource for biology instruction. They are mouse deer (Tragalus sp), Owa (Hylobates moloch), Siamang (Hylobates sindactilus) and Owl (Tito spp.).

Dr. Binari Manurung, M.Si
Dosen Jurusan Biologi FMIPA Universitas Negeri Medan,
Dosen Program Pascasarjana Unimed

Proceeding of International Seminar Paper“Resource Based Instruction”
Department of Educational Technology Postgraduate Studies, The State University of Medan Cooperation with
Ikatan Profesi Teknologi Pendidikan Indonesia (IPTPI) North Sumatra

THE EFFECT OF INSTRUCTIONAL APPROACHES AND LEARNING STYLES ON ENGLISH SPEAKING SKILLS

When teaching students of the English Education Department, the Faculty of Tarbiyah and Teachers Training State Islamic University Syarif Hidayatullah Jakarta, the researcher observed that their mastery of English speaking skill as one of their compulsory expertise subjects required is still low. A great number of students used Indonesian. Although they spoke English, there were still many mistakes in accent, vocabulary, structure, comprehension, and fluency. This low mastery of the students’ English speaking skills can also be proven by the fact that the average scores is still below 80.
Therea are many factors that can cause the students’ low mastery of English speaking skills including learning materials, facilities, instructional strategy, the students themselves, among others. The instructional strategy used today, especially in English speaking instruction, does not enable students to achieve the expected learning outcomes. The selection of materials, media, evaluation, and particularly instructional approach do not meet the students’ needs. Instructional approaches in English speaking skills applied today still emphasize the academic grade and intellectual intelligence. This causes learning to be viewed as a burden and not as a need. Those instructional approaches are not able to respond to the problems, needs, and challenges of the 21st century.

To solve the problems, an accelerated learning approach is assumed to enable one to face learning challenges in the global era. Since, the accelerated learning approach does not only emphasize certain intelligence but multiple intelligences of the students. In addition to instructional approaches, there are many other factors that affect English speaking skills: age, talent, attitude, motivation, personality, cognitive styles, including learning styles. The students’ learning styles strongly influence their English speaking skills since learning information in accordance with the learning styles, the students’ English speaking skills will improve.
Different learning styles can cause receiving, managing, processing of information and determine how much information the students obtain. Moreover, they influence the capacity of producing the information in the form of English speaking skills. Students have various learning styles such as visual and auditory among others. These two learning styles are regarded to affect language, in particular, English speaking skills. Visual learning style follows the way the visual parts of the brain works which tends to think holistically, integratively, emotionally, and intuitively. This style has the following characteristics: learning by observing, sequencing information in detail, a preference for jotting down what the lecturer says, preferring silence, and tending to be more independent.
The auditory learning style follows the way the auditory part of the brain works which tends to think analytically, verbally, linearly, and in detail. A person with this style has the following characteristics: prefers sounds, prefers the dim light, prefers informal design, uncontinuous to do an activity, and prefers learning with peers. Based on the above description, it is necessary to conduct a research dealing with English speaking skills correlated to instructional approaches (accelerated learning approach as opposed to traditional learning approach) and learning styles (visual and auditory) as the independent variables at English Department of Education, Faculty of Tarbiyah and Teacher Training, State Islamic University Syarif Hidayatullah Jakarta.
In line with the background above, the research problem can be stated as follows: (1) As a whole, is there any difference in the English speaking skills of the students who learn by the accelerated learning approach and those students who learn by the traditional approach? (2) For students having visual learning style, is there any difference in the English speaking skills of the students who learn by the accelerated learning approach and those students who learn by the traditional approach? (3) For students having auditory learning style, is there any difference in the English speaking skills of the students who learn by the accelerated learning approach and those students who learn by the traditional approach? (4) Is there any effect of interaction between instructional approaches and the students’ learning styles on their English speaking skills?

Dr. Didik Santoso, M.Pd
Dosen Intitut Agama Islam Negeri (IAIN) Sumatera Utara

Proceeding of International Seminar Paper“Resource Based Instruction”
Department of Educational Technology Postgraduate Studies, The State University of Medan Cooperation with
Ikatan Profesi Teknologi Pendidikan Indonesia (IPTPI) North Sumatra

THE ROLE OF THE COMMUNITY IN THE DEVELOPMENT OF EDUCATION IN INDONESIA

Abstract

School committee involved in planning, implementing and monitoring the school program. School finances transparent and open. Parents support directly the children’s education. Cluster based system of teacher professional development operate adequately and is it made use of by the teachers. Classroom environment interesting and child friendly. The students’ activities varied, practical and do they use the physical and social environment. The students given the opportunity to develop their social skills.

Keyword : Community, Education

PERENCANAAN DAN EVALUASI PEMBELAJARAN BERBASIS ANEKA SUMBER

Pesatnya perkembangan dan perubahan ilmu pengetahuan dan teknologi dalam era informasi ini, para pendidik perlu menyadari sepenuhnya bahwa tugas pokoknya dalam penyelenggaraan pendidikan di sekolah adalah “upaya membelajarkan pebelajar bagaimana belajar”. Dalam belajar pebelajar tidak hanya berinteraksi dengan guru sebagai salah satu sumber belajar tetapi mencakup interaksi dengan semua sumber belajar yang mungkin dipakai untuk mencapai hasil yang diinginkan. Belajar dapat terjadi pada diri seseorang dari apa yang ia lakukan dan dari apa yang dia alami sebagai akibat dari apa yang dilakukannya. Di samping itu, seseorang juga dapat belajar dari pengalaman orang lain yang diekspresikannya melalui symbol-simbol. Jadi dapat dikatakan bahwa ada hubungan yang erat antara belajar dan kegiatan yang dilakukan pebelajar dalam memberi makna terhadap apa yang ia lakukan.

Oleh karena itu, tugas pendidik yang terutama adalah merencanakan, menciptakan dan menemukan kegiatan kegiatan yang bersipat menantang yang akan dapat membangkitkan prakarasa belajar pebelajar.berpikir, memberikan alasan-alasan secara logis dan menggunakan pemikirannya secara baik. Hal ini sangat penting sebagai landasan terciptanya masyarakat belajar sepanjang hayat dimana orang akan belajar terus secara bebas dan mandiri. Dalam upaya mewujudkan masyarakat belajar sepanjang hayat dan untuk menghadapi era informasi dan pasar bebas tersebut, para guru/dosen harus berupaya menciptakan kondisi yang memungkinkan pebelajar memiliki pengalaman belajar dari berbagai sumber, baik sumber belajar yang dirancang maupun sumber belajar yang dimanfaatkan. Oleh karena itu, guru sebagai perancang pembelajaran dalam merancang pembelajaran salah satu komponen yang perlu diperhatikan adalah menganalisis sumber-sumber belajar apa yang tersedia dan dapat digunakan untuk menyampaikan isi pembelajaran. Perencanaan pembelajaran aneka sumber perlu dilakukan disebabkan: (1) dengan belajar berbasis aneka sumber, pebelajar dapat melakukan kegiatan belajar sesuai dengan gaya be;lajar yang dimilikinya, misalnya dengan jalan mendengarkan rekaman audio, siaran radio, dan melihat TV, video dan computer assisted instruction (CIA), dan lain-lain, (2) Kesempatan belajar karena hal ini sifatnya individual, maka seorang pebelajar dapat saja mengatur kapan waktu yang cocok buat mereka belajar, (3) Kemauan atau motivasi untuk belajar. Tanpa motivasi yang tinggi prestasi belajar akan sulit dicapai, walau bagaimanapun tersedianya berbagai aneka sumber belajar. Beberapa manfaat yang dapat diambil dari belajar berbasis aneka sumber antara lain, (a) seseorang dapat belajar sesuai dengan kondisinya dan waktu belajar, (b) menimbulkan pemahaman yang lebih mendalam, (c) mendorong terjadinya pemusatan perhatian terhadap topic sehinggga pebelajar menggali lebih banyak informasi dan menghasilkan produk belajar yang lebih bermutu, (d) meningkatkan pembentukan ketrampilan berpikir seperti ketrampilan memecahkan masalah, memberikan pertimbangan-pertimbangan, (e) meningkatkan motivasi belajar, (f) mengurangi ketergantungan pada guru, (g) menumbuhkan kesempatan belajar yang baru, dan (g) menumbuhkan rasa percaya diri dalam menghadapi tantangan baru.

Kata Kunci : Perencanaan, Evaluasi, Pembelajaran, Aneka Sumber Belajar

Prof. Dr. Abdul Hamid K, M.Pd
1) Dekan Fakultas Teknik Unimed
2) Dosen Prodi. Teknologi Pendidikan PPs Unimed
3) Ketua Umum IPTPI Cabang Sumatera Utara

Dra. Inayah Hanum, M.Pd
Dosen Universitas Negeri Medan

Proceeding of International Seminar Paper “Resource Based Instruction”