Eksperimentasi Pembelajaran Matematika Diskrit Moda Daring pada Program Studi Teknik Informatika

Nira Radita; Siti Aminah; Yekti Asmoro Kanthi

doi:10.30651/must.v3i2.1984

About Journal

Focus and Scope

MUST: Journal of Mathematics Education, Science, and Technology mainly focuses on discussing mathematics education, science and technology related to mathematics from research result or literature studies. Detailed scopes of articles accepted for submission MUST are

Mathematics Education: Design Research, Development Research, Mathematics Ability, Realistic Mathematics Education.
Mathematics: Algebra, Analysis, Applied Mathematics, Discrete Mathematics and Combinatoric, Mathematical Modeling, Optimization, Systems and Controls.
Statistics and Stochastics.
Computational and Computer Science.

Peer Review Process

Publication of articles in MUST is dependent solely on the scientific validity as judged by our editors and/or reviewers, who will also assess whether the writing is comprehensible and whether the work represents a useful contribution to the field.

Initial evaluation of manuscripts

The Editor will first evaluate manuscripts submitted. At this stage, the Editor performs a plagiarism test using Turnitin with a maximum plagiarism limit of 20%. Manuscripts rejected at this stage are insufficiently original, have serious scientific flaws, or are outside the aims and scope of the MUST. Manuscripts that meet the minimum criteria are passed on to reviewers.

Type of peer review

The manuscripts will be reviewed by at least 2 (two) peer reviewers. The method is double-blind peer review. The editor ensures that every process of reviewing, the author does not know the reviewers and vice versa. The time required for the review process is 4 (four) weeks after the article accepted by the reviewers.

Review reports

Reviewers are asked to evaluate whether the manuscript:

Is original by stating the objectives clearly
Follows appropriate ethical guidelines
Is methodologically sound
Has results/findings which are clearly presented and support the conclusions
Correctly references previous relevant work

Decision

Reviewers advise the editor to accept or reject the article. The editors will reach a decision based on reviewer's reports, and where necessary, they will consult with members of the editorial board. Editor's decision is final.

Publication Frequency

MUST publishes articles twice in a year i.e, in July and December each volume

Open Access Policy

This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.

Journal History

MUST Journal was released on August 23, 2014, under the name MUST: Jurnal Mathematic Studi Pendidikan Matematika by the Mathematics Education Department, Faculty of Teacher Training and Education, Universitas Muhammadiyah Surabaya with ISSN 2338-8919.

Figure 1. The Old Cover of MUST Journal

On September 19, 2016, the MUST Journal was renamed MUST: Journal of Mathematics Education, Science and Technology with E-ISSN: 2541-4674, and P-ISSN: 2541-6057 dated November 1, 2016.

Figure 2. The New Cover of MUST Journal

MUST Journal was published by Education Research and Development Center, Mathematics Club Center, Education Faculty UM Surabaya until volume 2 number 1, July 2017. Starting volume 2 number 2, December 2017 until now, MUST is published by UMSurabaya Publishing. Based on the decree of Strengthening Research and Development General Director, Ministry of Research, Technology, and Higher Education in Indonesia No. 21/E/KPT/2018Â about Accreditation Rating of Scientific Journal 1st Period, 2018, MUST Journal included in Rank 4.

Figure 3. Accreditation Certificate of MUST Journal

August 13, 2018, the Editor in Chief of the MUST Journal had the opportunity to attend the awarding of the Journal Accreditation Certificate by the Director General of Indonesian Research and Development Strengthening, Dr. Muhammad Dimyati.

Figure 4. Dr. Muhammad Dimyati gave an Accreditation Certificate to the Editor in Chief of MUST Journal, Himmatul Mursyidah

The event entitled "Equation Perception and Assessment of Scientific Journal Accreditation Assessors in 2018" held at JW Marriot Hotel Ballroom. In addition to awarding accreditation certificates to several journal management representatives in the Surabaya and surrounding areas, the event was also given grants to reputable journals to improve management quality.

Published Dec 7, 2018

https://doi.org/10.30651/must.v3i2.1984

Download

PDF (Bahasa Indonesia)

Statistic

Vol. 3 No. 2 (2018): DECEMBER

Nira Radita

Sekolah Tinggi Informatika dan Komputer Indonesia (STIKI) Malang

http://orcid.org/0000-0003-1643-4252

Siti Aminah

STIKI Malang

http://orcid.org/0000-0002-3710-1636

Yekti Asmoro Kanthi

STIKI Malang

http://orcid.org/0000-0003-2201-5951

Abstract

Pemerintah merintis pembelajaran daring agar akses mahasiswa mempelajari mata kuliah bermutu dari dosen-dosen bermutu se-Indonesia meningkat. Seperti halnya pendidikan tradisional, pendidikan daring juga memiliki kelebihan dan kekurangan, meskipun pelaksanaannya lebih menarik. Pada pelaksanaannya, pembelajaran daring tidak berjalan lancar karena pendidik masih memiliki keraguan tentang apakah ada perbedaan antara hasil belajar mahasiswa yang menggunakan pembelajaran moda daring dan moda tatap muka. Tujuan penelitian ini adalah untuk membuktikan hipotesis bahwa ada perbedaan antara hasil belajar mahasiswa yang menggunakan pembelajaran moda daring dan moda tatap muka. Penelitian ini adalah true experimental design dengan the randomized pretest-posttest control group design. Subyek penelitian adalah Kelas TI-A dan TI-B. Kedua kelompok tersebut diukur melalui pretest dan posttest. Kelas TI-A adalah kelas eksperimen yang menggunakan pembelajaran moda daring, sedangkan kelas TI-B adalah kelas kontrol yang menggunakan pembelajaran tatap muka. Melalui uji independent sampel T test, diperoleh t Test for Equality of Means dengan sig.(2 tailed) adalah 0.017. Sehingga dapat disimpulkan bahwa bahwa terdapat perbedaan hasil belajar mahasiswa yang menerapkan pembelajaran moda daring dan pembelajaran tatap muka. Besarnya perbedaan hasil belajar kedua kelompok bernilai positif, yaitu 10.67. Artinya, hasil belajar mahasiswa dengan pembelajaran moda daring lebih baik dari hasil belajar mahasiswa dengan pembelajaran tatap muka.

How to Cite

Radita, N., Aminah, S., & Kanthi, Y. A. (2018). Eksperimentasi Pembelajaran Matematika Diskrit Moda Daring pada Program Studi Teknik Informatika. MUST: Journal of Mathematics Education, Science and Technology, 3(2), 165–174. https://doi.org/10.30651/must.v3i2.1984

References

Alghazo, A. 2005. Comparing Effectiveness of Online and Traditional Teaching UsingStudentsâ€™ Final Grades. Online Journal for Workforce Education and Development OJWED 1(3): 1-11. Dapat dilihat di: http://opensiuc.lib.siu.edu/cgi/viewcontent diakses pada tanggal 3 Oktober 2018.
Al-Qahtani, A. A. Y., Higgins, S.E. 2013. Effect of Traditional, Blended and E-Learning on Students Achievement in Higher Education. Journal of Computer Assisted Learning. Vol. 29, No. 3. Hal: 220-234.
Creswell, J. W. 2009. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. California: Sage Publication, Inc.
Dimitrios, Belias., Labros, Sdrolias., Nikolaos, Kakkos., Maria, Koutiva., Athanasios, Koustelios. 2013. Traditional Teaching Methods Vs. Teaching Through the Application of Information and Communication Technologies in the Accounting Field: Quo vadis? European Scientific Journal, Vol. 9, No. 28.
Hassenburg, A. 2009. Distance Education Versus the Traditional Classroom: Comparing the Traditional Classroom to the Virtual One, Does Being Phisically Present in School Make a Difference? Berkeley Scientific Journal Technology and Human Interaction. Vol. 13 Issue 1. Hal: 7-10.
Means, B., Toyama, Y., Murphy, R., & Baki, M. 2013. The Effectiveness of Online and Blended Learning: A Meta-Analysis of the Empirical Literature. Teachers College Record.
Ni, A. Y. 2013. Comparing the Effectiveness of Classroom and Online Learning: Teaching Research Methods. Journal of Public Affairs Education, 199.
Stack, S. 2015. Learning Outcomes in an online vs traditional course. International Journal for the Scholarship of Teaching and Learning. Vol. 9, No. 1. (online). https://doi.org/10.20429/ijsotl.2015.090105.

About Journal

Focus and Scope

Peer Review Process

Publication Frequency

Open Access Policy

Journal History

Article Sidebar

Main Article Content

Abstract

Article Details

References

Most read articles by the same author(s)