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SPATIAL

_QUOTIENT

IMPROVEMENT THROUGH

TI{E DEVELOPMENT OF

BRAINSTORMING

LEARNING METHOD BASED ON SOFTWARE GRAPIfl\4ATICA RESEARCH OPERATION

LINEAR

PROGRAM

Abdul

Azizl

*, Iswahyudi Joko Suprayitno2

l,2Universitas Muhammadiyah Semarang, Semarang,Indonesia

*Corresponding author

email:

aMoelaziznew@ gmail.com

Abstract

The aim of this research and development was to know the effect of the brainstorming model based on software graphmatica _{on spatial quotient}_research_operation

linear program. Graphmatica is a tool that plans calculations

with

numbers and calculus

facilities.

Combining cartesian chart functions, relationships and equations, paramercrs, polarization _{and ordinary}_differential_{equations, has about}

999 graphs. In addition Graphmatica also has the ability to break the sequence ofnumbers and display tangent,

integral and clear, lines. This tool can be applied from

secondary school to college. Spatial intelligence is the abiliry to think someone mengimajfuxsikan _{an object}

in

_the

forrn of images and space. The _{development of this product}

uses a literature study to sfrengthen the development of a product. This _{educational product is}_in_the_form

of

Brainstorming learning method and software (software) Graphmatica. Through this stage

will

examine _{the scope of} Brainstorming _and_{Software Graphmatica}_{methods, the}

breadth ofuse, supporting conditions

for

the product to be used or implemented _optimally,_and_its_{advantages and}

Iimitations.

A

literature study is also needed _{to determine}

the most appropriate steps

in

the development

of the

product.

In

the results

of

the linear

_{program exam}as

my!

z as 19 muhammadiyah university _{students showed} good learning outcomes after applying the development

of

software product graphmatica. This shows r that there is an

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l.

Introduction

In the era of globalization, _each_country

is _{competing to}

develop its own potential and resources _through

strengthening _and_developing

s the science of mathematics.

Susilo (2012) _{states that mathematics}

6 is a _{science that has} an rmportant _role_{and occupies a core}_position

in the world of science. Operations _Research_is_one_of_{the courses}

that

has a strategic role and is very useful _{in its}_{application to}

solve _{problems related to}_the_world

ecorromy, banking

industry _{and so}_fbrth._Based_on

observations made _by researchers, showed that students

in

_{studying this material} more dititkberatkan _{on the process}_{of memorizing}

steps

penge{aannya _without_{understanding}

more deeply what

the benefits of this course

if

really implemenEd to solve

the _{problem signifi cantly.}

One cause of this is the learning pnocess is

still applyirg

the _{conventional learning method in}

which the learning

process _{is more dominant}_one_way.

Students still r partially understand the apprication _of_the_operations_Research

with the subject _{matter of}_the_Linear

hogram in the

real world.

In addition, _{the students have}_not_been

introduced to the

development _of_{technology_based}

learning methods to

faciltate

their application from a problem to _the

completion _process._Applicatioa

s of learning combined

with the use of tools in the _{fonn of}_{technology (software)}

will

greatly _{s help}_students_to_{be able}

to _{understand the}

concept of the material as a _{whole, because in}_principle the development _{oftechnology_based}

learning _methods made in accordance _with_the_original_concept

ro and displayed in _{an easy to understand.}

The hope is that _{when students are}_really_faced

with real

influence in the development _r_{of graplfuratica software}

products _with_{the brainstonning model}

of linear program leaming outcomes.

Keywords: Spatial _euotient,_{Brainstorming, Software}

Graphrnatica Repetitive word: r..ru:c/.:

Repetitive word: s*o+s

Repetitive word: cleveiripment

Repetitive word : d eve l*ning

Repetitive wordi rnr:.ah*rirr*ics

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kam@ly RepdFns*d on tulo&BG 16.2017,3:23 PM

problems, the concept

will

be applied in accordance

with

the material that has been studied. Graphmatica is a

graphical software maker created by k soft, Inc.

Graphmatica software ha.s advantages

in

knowing the

position (image) of an equation or linear inequality,

quadratic function etc. and its size is relatively small (under

one megabyte) and easy to use. Salamat (2013) states that

Graphmatica Sofnryare can improve students' understanding

and learning outcomes in mathernatics subjects. The author

hopes with the implementation of Graphmatica Software

on the learning process

will

be able to improve rr the spatial

intelligence (spatial quotient) snrdents

in

lear ning the

subject of linear programming.

1.1 Learning achievement

According to D. Gunarso Singgih

QffJ/.:

l7) learning

achievement is the maximum results achieved after

a long time doing a business. From these opinions give

some implication that each learning process

will

affect

learning

achievement. Relating to the achievement rz

of

learning achievement

in

mathematics education,

Tri

Widiastuti (?-Ol2:27) reveals that the achievement rr

of

learning mathematics is the result that has been achieved

by students in

following

the mathematics lesson which

resulted in changes in a student's

selfin

the form

of

mastery and proficiency shown by the results in the form

r

of value.

1.2 Learning Device Development

Research and Development orresearch and development

(R &

D)

is a powerful rs reseorch shategy to improve

practice (Sutam4 2012). Research and development is a

process or steps to develop a new product or

refine

an

existing

product

and can

be

borne

out. The

product

can

be

hardware (hardware)

and

software (software).

According to Borg and Gall (1989)

ir

Sutama (2012) there

are as many steps of the implementation of research and

Repetit i ve wo rd : A _{S:p li}t-ati o n

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Repetitive word: impi.nyfl

(5)

-e-!!Ei4y

development

l.

_{Research and}_informatioh

coilecting, 2.

Planning, _3._Develop_{preliminary form}

of produc! 4.

Prelimiryry

rr

field tasting

_5._{Main product}_revision

,

6.

Reperitive word:;rc*iere:.ne'i

Main r:

field testing,

_7._{Operational product revision,} g, Field testing operations, 9. Final product revision, I 0.

Dissemination _and_{implementation.}

Broadl y _{speaking, the}

research and development _step_by_Sukmadinata

in Sutama

(2012) _consists_of_{tbree stages,}

namely

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l)

_{Prelirninary Study; 2) Model}

Developmenr; An<I3) Model Test.

1.3 Brainstorming

Brainstorming method which then continued _wirh brainstorming _process_{is result of mix of}

question and answer and _{discussion. This}_me-thod

rr is appropriate _as_an

anempt _{to collect opinions}_expressed

by all memberc of the

group, may be subniitted _by_{one or}_rllore_persons.

Oqinions re conveled _{between one.student and another}

will

be different, _{here the student can}_proceed

to

filter which

opinions:o _are_{appfopfiate through effective}

and direcfed comrnunication.

Brainstorming _{methods can make shrtlents become} more

active in the learning _{process and able}_{to improve} in the

ability of mathematical _rr_{communication.}_Hari

Suderadjat

(2004: _{44) states}_{that mathematical}

zr _{communication plays}

ax

lmPola-ll

_z:role in helping _srudenrs_{build relationships}

between informal and intuitive aspects

with absract

mathemlic-af _:+_language_{consisting of mathematical}

symbols _{and between}_descriptions

and mental images

of

mathematical _ideas

This

is alsg 11gno1!ed by r.esear.ch _conducted_by

xlitchfield

(2CfD) _which_concludes_{that brainstorming} rules

will further

_{increase the}_quantity_of

opinions that arise

if in

the process _{of brainstorming}_{has been set a special}

:r goal. Therefore, the role of _{educator is needed}_{to direct}_and

guide so that leanjng activities can run welr

in

accor.dance

with its puryose.

Overused word : pao,,te$u!

Repetitive word : prelimi rvry

(6)

1.4 Software Graphmatica

Basically Graphmatica is a tool that plans calculations

with

numbers and calculus facilities. Combining cartesian chart

functions, relationships and equations, parametersr

polarization

and ordinaty

differential equations, has

about 999 graphs. In addition Graphmatica also has the

ability to break the sequence of numbers and display

tangent, integral and clear:r lines. This tool can be applied

flom

secondary school to college.

1.5 _{Spatial Quotient}

Visual-spatial intelligence is defined as the ability to

accurately visualize the visual-spatial world and transfonn

visual-spatial perceptions

in

various forms (Muharunad,

2012: 16). Spatial visual thinking ability is the ability to

think in terms of visualization, drawing and

three-dirnensional shapes (Sonawat and Gogri, 2008 in

Muhammad).

The definition of visual-spatial intelligence accordi-ng to

Muhammad (20f 2: 88) is the ability to

understand images and shapes including the ability to

interpret the dimensions of space that can not be seen.

Spatial intelligence depends largely:s on the ability to draw

the shape and space zs of an object, an

ability

to think

of

form.

2.

Methods

2.1 Participants

The sanples taken by the researcher are students

of

mathematics and natural sciences class of 2.A13/2014

Universitas Muhammadiyah Semarang

(IINIMUS).

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Ove rused wo rd : -rpi,.:rsi

2.2 Instrument

The

results of needs measurement

not yet

strong enough

to

provide

and

literature

study,

concrete foundations

(7)

ql"r!egv.

for the development of a product, Both of these studies

still

need to be complemented by direct research into the freld.

In the research and development carried out on the students

of mathematics and natural sciences University

of

Muhammadiyah Semarang developed is

a

method

of

learning Brainstorming usin g Graphmatica Software

Researchers conducted field research on some students

of

statistics Muhammadiyatr University of Semarang who also

get the sarne material that is Linear Program Operations

Research. In this case, the researcher also collect data about

supporting factors and obstacles

oflearning

implementation which include leaming facilities and

facilities, cla-ssroom atmosphere and student activity level.

2.3 Procedures (or research design)

The results of measurement and needs analysis provide

input on what kinds of educational products are required in

the current learning process. The results of the literature

study provide input 30 on some important rr characteristics

ofthe

product to be developed, as well as theforrn

of

similar products that have been developed r: elsewhere.

The results of the study in a limited scope provide an

overview of embryos arrd

/

o r

similar:r

products that have been used, the implementation of existing products, and

possible factors that support and inhibit the

use of products to be developed. The product model is still

the

initial

product, which is tentative to be completed through a series of trial activities (Sutama, 2Ol2).

3.

Results

Based on the results of linear program students

of

mathematics and natural sciences as many as 19 people

showed good value through the development

of

graphmatica software with brainstorming model. There is a

difference in vahre :+ during the fnst practice before using

graphmatica software product development. There is an

increase

in

value:s after students can apply linear program material

in

a product. This is directly proportional to the

increase

in

spatial intelligence that is closely related to

linear:r program material that is more focused on two

or

Overused word: icrgely

(8)

/

three dimensional aspects.

4.

Discussion

Brainstonning

Learning

Methods

that focus more

on

students as

the

subject

of

education has an important

role related to linear program learrring outcomes. Teaching

Linear program material can use product development that

can help students understand the concept and illustrate

it

in

a real context. When a student is able to illustrate :r: the

abstragt:ra material :r of a linear program into the context +o

of a dimensionless object it

will

be able to increase his

spatial intelligence.

5.

Conclusions

Lecturers must be able to apply cooperative and fun

learning to explain a material. The material should be

contextual so students can more easily understand the

lesson. In the process of learning a lechrrer should be able

to improve rnultiple intelligences _{on students one}_{of them}

spatial intelligence. There needs to be a product

development that is usefirl for students

in

understandins the

abstract+r context.

6.

References

IBM

Corp.

(20I2a).IBM

SPSS Statistics for Windows.

version 2I.0.

Arrnonh NY: IBM

Corp.

Litchfield, _{R. C., 2009. Brainstorming rules}_as_assigned

goals; Dogs bryinstogmng really improve idea quanticy?,:.

Original Paper. Economics

and

Business

Department, Washington

&

Jefferson.

33.

25-31.

doi:

10.1007/sll03t-008-9109-x.

Singgih, D.G. 2004. Psikologis Prak1is, Anak, Remaja dan

Keluarga. Jakarta : BPK Gunung Mulia.

Siregar, Salamat. 2013. Meningkatkan _{pemahaman dan}

Hasil Belajar Siswa Pada Mata pelajaran Matematika

dengan _{Menggunakan Software Graphmatica. Jumal}

Pendidikan Matematika. Volume 03

No.l

Hal

55.ISSN : 2O88-21 57 .

EDUMATICA.

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Suderadjat, H. zOC/. knplementasi Kurikulum Berbasis

Kompetensi _{(KBK).Bandung: CV. Cipta}_Cekas_Graffta.

Susilo, F.2012. Landasan Matematika. yogyakarta: Graha

Ilmu

Susilo, F.2012. Landasan Matematika. Yogyakarta: Graha

Ilrnu. Sutama. 2012. Metode Penelitian Pendidikan.

Surakarta: Fairuz Media.

Widiasnrti, T. 2012. Eksperimentasi pembelajaran

kooperatif tipe Two Stay Two Stray (TSTS) den Missouri

Mathematics Project

(MI\P)

pada prestasi belajar ditinjau

dari sikap sosial siswa. Tesis UNS, Tidak dipublikasikan.

Yaumi, Muhammad. 2012. Pembelajaran Be.rbasis

Multiple

Intelligences. Jakarta : PT Dian Rakyat.

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Unusual word pair

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