Publikasi Ilmiah Dosen Fakultas Keguruan dan Ilmu Pendidikan https://repository.unisma.ac.id/handle/123456789/101 2026-07-16T12:21:21Z 2026-07-16T12:21:21Z Sunismi, Sunismi https://repository.unisma.ac.id/handle/123456789/9172 2024-03-02T03:26:21Z 2014-07-22T00:00:00Z

The Effects of Realistic Mathematics Education and Students' Cognitive Development Levels on The Understanding of Concepts and The Ability in Solving Mathematic Problems by Junior High School Students Sunismi, Sunismi The objectives of this study are: (1) to compare the effectiveness of using Realistic Mathematics Education (RME) and conventional approach viewed from the ability in solving mathematic problems by Junior High Schools students grade 8, (2) to examine the effects of different cognitive development phases on the effectiveness of using mathematic learning approach for Junior High Schools students grade 8, (3) to examine the interaction effects between the application of Realistic Mathematics Education and conventional learning with cognitive development levels on the ability in solving mathematics problems by Junior High Schools students grade 8. This study employs quasi experiment using pretest-posttest nonequivalent control group design to archieve the objectives. To collect data, researcher uses two kinds of instruments, i.e. cognitive development level and the ability in solving mathematic problems. The data are, then, analyzed descriptively and inferentially using Multivariate Analysis of Variance (MANOVA) 2x2 factorial design run in SPSS 17.0 for Windows. The findings show that (1) the application of RME learning result in learning outcomes of math problem solving better than that of conventional learning, (2) The group of students in transition cognitive development stage have ability in solving math problem better than those who are in concrete stage of cognitive development, and (3) learning approach and cognitive development level indicate that there is no interactive effects on students' ability in solving math problems. Keywords : Problem Solving Ability, Realistic Mathematics Education (RME), Cognitive Development Levels [ARCHIVES] Copyright Article From : Department of Mathematics Education Faculty of Teacher Training and Education Islamic University of Malang (UNISMA)

2014-07-22T00:00:00Z Sunismi, Sunismi Fathani, Abdul Halim https://repository.unisma.ac.id/handle/123456789/9171 2024-03-02T03:32:41Z 2017-10-21T00:00:00Z

Pengembangan Model Collaborative Learning Matematika Berbasis Media Blog Matakuliah Kalkulus II Sunismi, Sunismi; Fathani, Abdul Halim Tujuan penelitian ini tersusunnyamodel collaborative learning matematika berbasis media blog matakuliah kalkulus II. Penelitian ini menggunakan metode penelitian pengembangan (development research). Model yang digunakan Four-D, meliputi tahap define, design, develop, dan disseminate. Tahapan tersebut dilaksanakan sebanyak dua tahap (dua tahun). Tahapan model Four-D yang dikerjakan tahap I, yaitu tahapdefine, design, dan develop (prototype produk). Deskripsi hasil pengembangan tahap I, sebagai berikut: Tahap Define, berdasarkan hasil analisis kebutuhan mahasiswa dan dosen bahwa, sebagian besar mahasiswa merasa sulit mempelajari matakuliah kalkulus II, dikarenakan dosen menggunakan model pembelajaran konvensional, sehingga kurang mengaktifkan mahasiswa. Dan belum menggunakan media yang tepat untuk pembelajaran kalkulus II. Sehingga perlu dikembangkan model pembelajaran dan media yang sesuai, yaitu model collaborative learning berbasis media blog. Tahap Design, dihasilkan: 1) rancangan model collaborative learning matematika berbasis media blog, dan 2) format media pembelajaran berbasis blog. Tahap Develop, telah dihasilkan prototipemodel collaborative learning matematika berbasis media blog, dan prototipemedia pembelelajaran berbasis blog. Juga diperoleh hasil validasiawal prototype produk oleh ahli desain & media pembelajaran, sertaahli matematika. Berdasarkan hasil validasiawal diperoleh hasil bahwa model collaborative learning matematika berbasis media blog kalkulus II valid atau layak digunakan untuk melakukan validasi berikutnya. Kata Kunci-collaborative learning, media blog, kalkulus II. [ARCHIVES] Copyright Article From : Fakultas Sains dan Teknologi Universitas Airlangga

2017-10-21T00:00:00Z Hamiddin https://repository.unisma.ac.id/handle/123456789/7835 2023-08-15T05:47:33Z 2017-11-01T00:00:00Z

ACADEMIC READING : GUIDING STUDENTS FOR TOEFL iBT TEST Hamiddin Reading is an active process and tools that enable students to acquire knowledge and information. The students are sometimes fustrated when they are difficult in comprehending a reading passage or failure in completing their test particularly English proficiency test. Their failures and difficulties in reading may be caused by their habits of reading, reading experiences, and their motivation. Less knowledge of English proficiency test also affects to their success in taking English Proficiency test such as TOEFL, IELTS, TIP and etc. Thus, the reading activities in the classroom should give them experiences, knowledge, and practice of completing English Proficiency test in order to help them to get good their academic reading and English test. Meanwhile, it is needed a practical book that can guide them to be good readers and successful test takers particularly TOEFL test. This book presents basic knowledge, theory and best practices related to reading and offer some strategies, practices that integrate reading with technology. The book is designed to guide students understanding kinds of TOEFL test from the basic reading skills to the advanced reading skills. The strategies, examples and explanations of TOEFL test are taken from any sources both online and offline. The main source of examples and practices are taken from ETS practical guide book in which give detail information of how to take TOEFL iBT test. This book is also enriched by some examples from other sources such as TOEFL books and other book of English Proficiency test.

2017-11-01T00:00:00Z Hamiddin https://repository.unisma.ac.id/handle/123456789/7834 2023-08-15T05:47:21Z 2015-02-01T00:00:00Z

EFEKTIVITAS STRATEGI TWO STAY-TWO STRAY DALAM PEMBELAJARAN PUISI BAHASA INGGRIS DI PERGURUAN TINGGI Hamiddin Dalam pengajaran bahasa Inggris, teks sastra banyak digunakan sebagai materi tambahan untuk memperkaya kompetensi kebahasaan mahasiswa baik lisan maupun tulis. Penggunaan sastra dalam pengajaran bahasa memberikan banyak kontribusi untuk meningkatkan prestasi mahasiswa seperti berpikir kreatif, motivasi, dan kesenangan. Pada tingkat universitas, sastra diajarkan tidak hanya sebagai materi tambahan tetapi juga sebagai matakuliah. Di berbagai universitas di Indonesia, sastra sebagai matakuliah wajib yang dikelompokkan berdasarkan genre sastra, seperti Pengantar Sastra, Puisi 1, Puisi 2, Prosa 1, Prosa 2, Drama 1, Drama 2, dan Penelitian Sastra. Sastra sebagai matakuliah dapat memberikan dampak positif, pengetahuan, ide dan kesadaran kepada mahasiswa ketika mereka membaca, menganalisis atau mengapresisasi karya sastra.

2015-02-01T00:00:00Z