OPTIMALISASI MOTIVASI DAN PRESTASI BELAJAR MENGGUNAKAN MOODLE BERBANTUAN COMPUTER ALGEBRA SYSTEM (CAS)

Kamhar Ngado, Rosnawati Rosnawati, Heri Retnawati, Sri Andayani

Abstract


Tujuan dari penelitian ini adalah untuk mengetahui adakah pengaruh website eLearning Moodle berbantuan Computer Algebra System (CAS) Maxima terhadap motivasi dan prestasi belajar pada pokok bahasan matriks pada siswa Madrasah Aliyah Negeri 1 Yogyakarta. Proses pengumpulan data dilaksanakan melalui dua siklus. Hasil penelitian menunjukkan website eLearning Moodle berbantuan CAS Maxima mampu meningkatkan motivasi dan prestasi belajar siswa ditunjukkan dengan sebelum menggunakan media website eLearning Moodle berbantuan CAS Maxima menunjukkan hasil yang kurang memuaskan hanya sebesar 39% yang memenuhi KKM, siklus I ketuntasan mencapai 84,375%, siklus II ketuntasan mencapai 100%. Motivasi belajar pada tindakan pra siklus memperoleh persentase 18% atau sangat rendah pada indikator rasa ingin tahu, tekun dan ulet dalam menghadapi kesulitan memperoleh persentase 26% atau kategori rendah, tidak memerlukan dorongan dari luar untuk berprestasi memperoleh persentase 20% atau kategori sangat rendah dan senang dan rajin belajar 30% berada pada kategori rendah. Pada siklus 1 terjadi peningkatan motivasi belajar yaitu semua indikator berada pada kategori sedang. Sedangkan pada siklus 2 terjadi peningkatan motivasi belajar semua indikator berada pada kategori tinggi.

 

Abstract

The purpose of this study was to determine whether the influence of Maxima's Computer Algebra System (CAS) eLearning Moodle website on motivation and learning achievement on the subject matter of the matrix on students of Madrasah Aliyah Negeri 1 Yogyakarta. The data collection process is carried out through two cycles. The results showed the Moodle eLearning website assisted by CAS Maxima able to improve students' motivation and learning achievement indicated by using the CAS Maxima-assisted eLearning website media showed unsatisfactory results of only 39% that met the KKM, the first cycle of completeness reached 84.375%, the second cycle of completeness reached 100% Motivation to learn in pre-cycle actions get a percentage of 18% or very low on indicators of curiosity, perseverance and resilience in the face of difficulty obtaining a percentage of 26% or low category, does not require outside encouragement to achieve achievement percentage of 20% or very low and happy categories and 30% study diligently in the low category. In cycle 1 an increase in motivation to learn that all indicators are in the medium category. Whereas in cycle 2 an increase in motivation to learn all the indicators are in the high category.


Keywords


Computer Algebra System; Moodle; Motivasi; Prestasi

References


Blanco, M., & Ginovart, M. (2012). On How Moodle Quizzes Can Contribute to the Formative E-Assessment of First-Year Engineering Students in Mathematics Courses. RUSC, Universities and Knowledge Society Journal, 9(1), 354–70. https://doi.org/10.7238/rusc.v9i1.1277.

Bray, A., & Tangney, B. (2017). Technology Usage in Mathematics Education Research – A Systematic Review of Recent Trends. Computers & Education, 114, 255–273.

Brijlall, D., & Maharaj, A. (2017). Exploring MOODLE as a Platform in Promoting Effective Mathematics Teaching and Learning. PONTE International Scientific Researchs Journal, 73(6).

Emily, O., Tee, P., & Jr, F. M. (2018). Coherently Connecting Computer and Information Literacy Classroom and Accountability Assessments. Journal of Physics: Conference Series, 1065: 22010.

Farjon, D., Smits, A., & Voogt, J. (2018). Technology Integration of Pre-Service Teachers Explained by Attitudes and Beliefs, Competency, Access, and Experience. Computers & Education. https://doi.org/10.1016/j.compedu.2018.11.010

Handayanto, A., Supandi, S., & Ariyanto, L. (2018). Teaching Using Moodle in Mathematics Education. Journal of Physics: Conference Series, 1013: 12128.

Lin, Y. W., Tseng, C. L., & Chiang, P. J. (2016). The Effect of Blended Learning in Mathematics Course. EURASIA Journal of Mathematics Science and Technology Education, 13(3), 741-770.

Marom, S., & Sugiman. (2017). Upaya Meningkatkan Prestasi Belajar Matematika Berbasis Wolframs Mathematica Pada Siswa Kelas IV SDN 4 Muryolobo Tahun Pelajaran 2016/2017. Jurnal Ilmiah Pendidikan Matematika, 2(1), 85-96.

McCulloch, A. W., et al. (2018). Factors That Influence Secondary Mathematics Teachers’ Integration of Technology in Mathematics Lessons. Computers & Education, 123, 1–50.

https://doi.org/10.1016/j.compedu.2018.04.008.

Murayama, K., FitzGibbon, L., & Sakaki, M. (2019). Process Account of Curiosity and Interest: A Reward-Learning Perspective. Educational Psychology Review, 31(4), 875–95. https://doi.org/10.1007/s10648-019-09499-9.

Nihan, S. (2017). The Effect of Attitude on Student Achievement. In The Factors Effecting Student Achievement: Meta-Analysis of Empirical Studies, Springer International Publishing, 57.

Nugroho, M. H. (2016). Penerapan Model Pembelajaran Realistic Mathematics Education (RME) Untuk Meningkatkan Motivasi Dan Prestasi Belajar Matematika Materi Statistika Pada Peserta Didik Kelas XI TP3RP SMK Negeri 1 Kendal Tahun Pelajaran 2015/2016. Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang.

Özen, S. O. (2017). The Effect of Motivation on Student Achievement.” In The Factors Effecting Student Achievement: Meta-Analysis of Empirical Studies, 35–56.

Takaendengan, B. R., & Santosa, R. H. (2018). Using Moodle to Improve Self-Directed Learning of Mathematics in Vocational School. Journal of Physics: Conference Series, 1097: 12121.

Star, J. R., et al. (2014). Studying Technology-Based Strategies for Enhancing Motivation in Mathematics. International Journal of STEM Education, 1(1), 1–19.

Waheed, M. (2013). Influence of Moodle Module Features on Student Motivation to Use ELearning System.

Velychko, V. Y., Stopkin, A. V., & Fedorenko, O. H. (2019). Use Of Computer Algebra System Maxima In The Process of Teaching Future Mathematics Teachers. Information Technologies and Learning Tools, 69: 112.




DOI: http://dx.doi.org/10.24127/ajpm.v9i1.2657

Refbacks



Indexing by: