Articles
<![CDATA[PENCAPAIAN PEDAGOGICAL CONTENT KNOWLEDGE MELALUI PEMBELAJARAN MATEMATIKA ]]>
<![CDATA[Ningsih, Sri Yunita]]>;
<![CDATA[Siagian, Muhammad Daut]]>
<![CDATA[ Journal of Didactic Mathematics Vol 1, No 1 (2020): April ]]>
Publisher : <![CDATA[Mahesa Research Center ]]>
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DOI: 10.34007/jdm.v1i1.157
<![CDATA[Pedagogical content knowledge is a combination of understanding of teaching material (content knowledge) and understanding how to educate (pedagogical knowledge) that needs to be possessed by a teacher. The purpose of this study was to determine the pedagogical content knowledge concept, the achievement of pedagogical content knowledge for prospective teacher students, and to determine the role of prospective mathematics teacher students towards pedagogical content knowledge. A teacher in carrying out his professional assignments must have the competence that is always maintained. Because of this, competency development is an important requirement to ensure that the quality of learning in the classroom adjusts to the development and demands of the times. Always maintained competence also ensures that the implementation of education is consistent in achieving educational goals. There are ten pedagogical content knowledge criteria that must be possessed by prospective teacher students before conducting the practice in the field. Prospective teacher students must also be able to implement learning, knowledge of ways to represent and explain the material to make the material understandable to others.]]>
<![CDATA[The Effectiveness of SAVI Approach-based Teaching Materials Oriented to Mathematical Connection Ability ]]>
<![CDATA[Muhammad Daut Siagian]]>;
<![CDATA[Suwanto Suwanto]]>;
<![CDATA[Rini Sulastri]]>
<![CDATA[ Didaktik Matematika Vol 7, No 2 (2020): Jurnal Didaktik Matematika ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jdm.v7i2.17239
<![CDATA[This study aims to analyze the effectiveness of SAVI approach-based teaching materials developed for mathematical connection ability. This study was research and development. The subjects were 36 Grade 8 students and a mathematics teacher and the objects were the SAVI approach-based teaching materials oriented to the mathematical connection ability. The effectiveness of the teaching materials measured by four aspects: (1) the observation of the teacher's ability to manage the learning should at least be in the "good" category, (2) six of the eight aspects of students activities are within the ideal time interval, (3) the students' mastery learning are fulfilled both individually and classically, and (4) the student and teacher questionnaire responses show positive responses. The results revealed that the effectiveness criteria were fulfilled. The observation of the teacher's ability to manage the learning was in the very good category (4.22). The student activities in learning was within the threshold for achieving the ideal time. Also, The students’ mathematical connection ability satisfied the mastery learning individually and classically (84.11%). The teacher and student questionnaire responses showed positive responses. Thus, the SAVI approach-based teaching materials oriented to mathematical connection ability are feasible as a learning resource for students in learning mathematics.]]>
<![CDATA[Optimalisasi Penjadwalan dengan Analisis Jaringan Kerja pada Kegiatan Verifikasi Koleksi Buku di Perpustakaan Sekolah ]]>
<![CDATA[Muhammad Daut Siagian]]>;
<![CDATA[Rosliana Siregar]]>;
<![CDATA[Evi Adelina Nasution]]>
<![CDATA[ InfoTekJar : Jurnal Nasional Informatika dan Teknologi Jaringan Vol 4, No 1 (2019): InfoTekJar September ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara ]]>
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DOI: 10.30743/infotekjar.v4i1.1550
<![CDATA[Penelitian ini membahas mengenai kegiatan verifikasi koleksi buku (stock opname) yang dilakukan di perpustakaan sekolah SMA Negeri 2 Medan. Metode yang digunakan untuk mengoptimalkan waktu penyelesaian kegiatan tersebut dengan network planning (analisa jaringan kerja) yaitu menerapkan Critical Path Method atau metode lintasan kritis. Hasil yang diperoleh dari pembahasan menunjukkan waktu optimal (waktu terpendek) untuk menyelesaikan kegiatan verifikasi koleksi buku tersebut adalah selama 41 hari dengan perkiraan waktu normal.]]>
<![CDATA[The relationship of students’ prior knowledge and emotional intelligence to mathematical connection ability ]]>
<![CDATA[Muhammad Daut Siagian]]>;
<![CDATA[Suwanto Suwanto]]>;
<![CDATA[Rosliana Siregar]]>
<![CDATA[ Jurnal Riset Pendidikan Matematika Vol 8, No 1: May 2021 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jrpm.v8i1.39182
<![CDATA[Students should have a good mathematical connection ability to support their learning success. Many factors affect the mathematical connection ability, including prior knowledge and emotional intelligence. This study aimed to describe the simultaneous and partial effect of students’ prior knowledge and emotional intelligence on mathematical connection ability. This study involved 34 ninth graders of one of the public junior high schools in Lembang Regency, Indonesia, as the sample. The data was collected using a test consisting of a prior knowledge test and a mathematical connection ability test on the circle topic, and a questionnaire to measure students’ emotional intelligence. We analyzed the collected data by descriptive statistics, multiple regression, and partial correlation. The results revealed that the prior knowledge and emotional intelligence together had a significant effect on mathematical connection ability, with a contribution of 23.6%. In addition, there was a significant positive effect between prior knowledge and mathematical connection ability with a contribution of 75.1% and a significant positive effect between emotional intelligence and mathematical connection ability with a contribution of 12.2%.]]>
<![CDATA[Analisis Kesulitan Belajar Siswa Dalam Menyelesaikan Soal Matriks ]]>
<![CDATA[Rosliana Siregar]]>;
<![CDATA[Suwanto Suwanto]]>;
<![CDATA[Muhammad Daut Siagian]]>
<![CDATA[ JURNAL MATHEMATIC PAEDAGOGIC Vol 6, No 1 (2021): September 2021 ]]>
Publisher : <![CDATA[Universitas Asahan ]]>
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DOI: 10.36294/jmp.v6i1.2325
<![CDATA[AbstractAnalysis of learning difficulties in mathematics in class X matrix material which is rarely done by teachers because of their busyness in fulfilling their teacher administration, is the reason for this research. The research method used is descriptive research with the aim of explaining the conditions of student learning difficulties that occur in understanding the matrix material. The instruments used were learning observations with a Likert scale, a matrix test with 20 multiple choice items and interviews with 10 questions. Before using these three instruments, expert validation was carried out, and trials for matrix test instruments were carried out to determine the level of reliability and validity of the instrument. The population of this study was 95 students and only 10 students were used as research samples, the sample selection was using the purposive sample method. The results obtained were 63.64% of students had difficulty mastering the matrix concept, due to insufficient prerequisite material. Keywords: difficulty in learning mathematics; matrix AbstrakAnalisis kesulitan belajar matematika pada materi matriks kelas X yang jarang dilakukan oleh guru karena kesibukan mereka dalam memenuhi administrasi keguruannya mereka, menjadi alasan penelitian dilakukan. Metode penelitian yang digunakan adalah penelitian deskriptif dengan tujuan menjelaskan kondisi kesulitan belajar siswa yang terjadi dalam memahami materi matriks. Instrumen yang digunakan adalah observasi pembelajaran dengan skala likert, tes matriks dengan 20 item soal multiple choice dan wawancara dengan 10 pertanyaan. Sebelum digunakan ketiga instrumen ini dilakukan validasi ahli, dan uji coba untuk intrumen tes matriks untuk mengetahui tingkat reabilitas dan validitas instrumen. Populasi penelitian ini sebanyak 95 siswa dan hanya 10 siswa dijadikan sampel penelitian, pemilihan sampel dengan metode sample purposive. Hasil yang diperoleh sebanyak 63,64% siswa kesulitan untuk menguasai konsep matriks, dikarenakan materi prasyarat yang belum memadai. Kata kunci: kesulitan belajar matematika; matriks]]>
<![CDATA[KEMAMPUAN KONEKSI MATEMATIK DALAM PEMBELAJARAN MATEMATIKA ]]>
<![CDATA[Muhammad Daut Siagian]]>
<![CDATA[ MES: Journal of Mathematics Education and Science Vol 2, No 1 (2016) ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara ]]>
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DOI: 10.30743/mes.v2i1.117
<![CDATA[AbstrakTulisan ini bertujuan untuk membahas salah satu kemampuan dalam matematika yang harus dikuasai oleh siswa sesuai dengan tujuan pembelajaran matematika yang direkomendasikan NCTM yaitu kemampuan koneksi matematik. Dalam tulisan ini dibahas mengenai bagaimana pentingnya kemampuan koneksi matematik dalam pembelajaran matematika dan bagaimana pembelajaran matematika ynag dapat membangun kemampuan koneksi matematik siswa. Salah satu diantaranya adalah dengan menerapkan paham konstruktivisme di dalam proses pembelajaran matematika disekolah. Kata KunciKoneksi Matematik, Pembelajaran Matematika, Konstruktivisme.]]>
<![CDATA[PERBEDAAN PENINGKATAN KEMAMPUAN KONEKSI MATEMATIS SISWA DITINJAU MELALUI APLIKASI PENDEKATAN PEMBELAJARAN SAVI BERBASIS LINGKUNGAN DAN PEMBELAJARAN EKSPOSITORI ]]>
<![CDATA[Muhammad Daut Siagian]]>;
<![CDATA[Metrlitna Br Sembiring]]>
<![CDATA[ MES: Journal of Mathematics Education and Science Vol 4, No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara ]]>
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DOI: 10.30743/mes.v4i1.870
<![CDATA[Abstract. The purpose of this study was to analyze and describe students' mathematical connection abilities reviewed through the application of SAVI learning approach based on environment and expository learning. This research is a quasi-experimental research, in this study consists of three stages, namely the preparation stage, the implementation phase and the data analysis phase. This study took two parallel classes which were randomly homogeneous by applying different learning methods, namely the experimental and control classes. Based on the results of data processing obtained Fcount for learning is 119,653 with a significance of 0,000 0,05. Then H0 is rejected or Ha is accepted. This means that there are differences in the increase in mathematical connection skills between experimental class students and control class students. Besides that, it can also be concluded that the increase in students' mathematical connection skills through the application of the SAVI learning approach based on environment is higher than the students whose learning uses expository learning.Keywords: Mathematical Connection, SAVI, Environment Based, Expository.]]>
<![CDATA[DIFFERENCES IN STUDENT CREATIVITY BY APPLYING THE COOPERATIVE LEARNING TYPE TPS AND LEARNING MODEL PBL ]]>
<![CDATA[Winmery Lasma Habeahan]]>;
<![CDATA[Muhammad Daut Siagian]]>
<![CDATA[ Journal Of Educational Experts (JEE) Vol 4, No 1 (2021): Journal of Educational Experts (JEE) ]]>
Publisher : <![CDATA[Kopertis Region IV Jabar and Banten ]]>
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DOI: 10.30740/jee.v4i1p18-24
<![CDATA[The purpose of this study was to see the differences in student creativity by applying 2 learning models, namely the TPS cooperative learning model and the PBL learning model in class VIII of the SMP Swasta Mentari Bangsa Medan. This research is an experimental research. The subjects in this study were all students of class VIII SMP Swasta Mentari Bangsa Medan which consisted of 2 classes. While the object in this study is the creativity of students in the TPS and PBL learning models. This research is supported by several tools such as lesson plans, student activity sheets (LAS), and student handbooks. The instrument used in this study was an essay test of 4 questions that had been tested and declared valid. The average TPS class student pretest was 34,243 while the post-test average was 40,729. PBL class students obtained an average pretest of 35.138 while the average post-test was 46.861. From the calculation results obtained = -3,212 and = 1,996 with dk = 54 and the real level α = 0.05. It can be seen that tcount is not between the interval -1.996 <t <1.996 so that H0 is rejected and Ha is accepted. So from the results of research and hypothesis testing it is concluded that there are significant differences in student creativity by applying the TPS type cooperative learning model and the PBL learning model on cube and block material in class VIII of the SMP Swasta Mentari Bangsa Medan.]]>
<![CDATA[ANALISIS HUBUNGAN KESIAPAN BELAJAR SECARA DARING DI ERA PANDEMI COVID-19 TERHADAP HASIL BELAJAR STATISTIKA ]]>
<![CDATA[Fitry Wahyuni]]>;
<![CDATA[Muhammad Daut Siagian]]>
<![CDATA[ Journal of Didactic Mathematics Vol 1, No 3 (2020): December ]]>
Publisher : <![CDATA[Mahesa Research Center ]]>
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DOI: 10.34007/jdm.v1i3.422
<![CDATA[This study was motivated by the transformation of the learning process from face-to-face to online learning due to the Covid-19 pandemic. This study aims to analyze students' online learning readiness in the Covid-19 pandemic era regarding statistics learning outcomes. This research is a quantitative descriptive study using a regression research design. Data collection was carried out by providing online learning readiness questionnaires and statistical material tests to students. Based on the results of data analysis, it was found that there was a relationship between online learning readiness and student learning outcomes statistics, with the acquisition price of Fcount = 4.195 and a significance value of 0.048 <0.05, and 46.1% of student statistics learning outcomes were influenced by learning readiness and the rest was influenced by external factors. student learning readiness. Based on these results, it is concluded that online learning readiness affects student learning outcomes statistics, where the large influence of learning readiness is 46.1%. Therefore, so that lecturers and students can maximize factors outside of learning readiness so that the achievements and objectives of the statistics course can be maximally achieved even though learning is carried out online.]]>
<![CDATA[Pembelajaran Selama Krisis COVID-19: Meta-Analisis dari Sudut Hasil Belajar yang Diukur ]]>
<![CDATA[Maximus Tamur]]>;
<![CDATA[Emilianus Jehadus]]>;
<![CDATA[Habibi R. P. Negara]]>;
<![CDATA[Muhammad Daut Siagian]]>;
<![CDATA[Marzuki Marzuki]]>;
<![CDATA[Rini Sulastri]]>
<![CDATA[ Jurnal Riset Teknologi dan Inovasi Pendidikan (Jartika) Vol. 4 No. 1 (2021): Januari ]]>
Publisher : <![CDATA[Jurnal Riset Teknologi dan Inovasi Pendidikan (Jartika) ]]>
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DOI: 10.36765/jartika.v4i1.140
<![CDATA[Abstract: A new civilization in the world of education caused by the COVID-19 pandemic crisis has triggered the reformulation of learning activities. The consensus regarding this reformulation has resulted in a transition to a virtual-based learning process (PBV). Correspondingly, throughout 2020 there have been numerous individual studies on the effects of PBV with inconsistent findings. A meta-analysis study was conducted to analyze related findings, and consider the results for future PBV implementation. Research samples in the form of individual studies were collected from the ERIC, SAGE, and Google Scholar databases. This study considers learning outcomes as a moderating variable. The estimation method uses a random-effect model, and the calculation tool is the Comprehensive Meta-Analysis (CMA) software. The results of the analysis revealed that overall PBV had a moderate impact on student learning outcomes (ES = 0.67; standard error 0.15). The results of the moderator analysis revealed that the implementation of PBV was more effective in low-level cognitive domains. The implications of the research results are discussed to provide important information as a fundamental idea for further PBV research and development.]]>
