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All Journal Jurnal Pelita Pendidikan JURNAL KEGURUAN INTECOMS: Journal of Information Technology and Computer Science Malikussaleh Journal of Mathematics Learning (MJML) JURNAL PENDIDIKAN MIPA Majalah Ilmiah Kaputama MES: Journal of Mathematics Education and Science Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika Bionatural: Jurnal Ilmiah Pendidikan Biologi Jurnal Sintaksis : Pendidikan Guru Sekolah Dasar, IPA, IPS dan Bahasa Inggris Journal of Didactic Mathematics Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Jurnal Pengabdian Masyarakat STKIP AL MAKSUM LANGKAT Jurnal Abdimas Maduma Journal of Research on Mathematics Instruction (JRMI) IJIS Edu : Indonesian Journal of Integrated Science Education

Purba, Azrina

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Author-ID : 1243654

Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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PENERAPAN PEMBELAJARAN KOPERATIF DENGAN PENDEKATAN STRUKTURAL TPS DAN TSTS UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS X5 SMA NEGERI 1 TAMBANG Azrina Purba
MES: Journal of Mathematics Education and Science Vol 2, No 1 (2016)
Publisher : Universitas Islam Sumatera Utara

AbstractThe research aimed to increase student’s mathematics learning of SMA Negeri 1 Tambang grade X5. This research was conducted on 36 students of grade X5 in SMA Negeri 1 Tambang through cooperative learning with approachment Think Pair Square (TPS) and Two Stay Two Stray (TSTS) technique. The material is about Linear and Quadratic Equation. This research was classroom action research. The subjects of this research was 36 students of grade X5 in SMAN 1 Tambang. The object of this research was to increase the student’s mathematics learning through Cooperative Learning with structural approachment TPS and TSTS technique for linear and quadratic equations. The instrument of this research was the student’s Mathematic result, observation, and interviews. The observations aimed to determine the researcher’s ability to manage the process of learning to determine the student’s prior knowledge was taken from student’s test before learning it was 15 (41.67%) of student reach KKM. After giving the cooperative learning with the structural TPS and TSTS technique, then giving the mathematics learning result (daily tests I). From the results of UH I data showed that as many as 20 (55.56%) students achieve KKM. Because of the results of students' mathematics learning as a whole has not been reached then resumed action on the second cycle. From the results of UH II data showed that 27 (75%) of students who reached the KKM. This means an increase in students' mathematics learning results from the first cycle to the second cycle. Keywords Mathematics Learning Result, Cooperative Learning, TPS, TSTS

PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA KELAS XI SMK MELALUI PEMBELAJARAN KONTEKSTUAL Azrina Purba
MES: Journal of Mathematics Education and Science Vol 5, No 1 (2019)
Publisher : Universitas Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/mes.v5i1.1932

Abstrak. Tujuan penelitian ini adalah untuk mengetahui peningkatan kemampuan pemecahan masalah matematis siswa dengan menggunakan pembelajaran kontekstual di kelas XI SMK Bisnis dan Manajemen Apipsu Medan pada materi Persamaan dan Fungsi Kuadrat. Jenis penelitian ini adalah penelitian eksperimen semu dengan desain kelompok kontrol pretes-postes. Populasi dalam penelitian ini adalah seluruh siswa kelas XI SMK Bisnis dan Manajemen Apipsu Medan dan sampelnya dipilih dengan menggunakan simple random sampling yaitu kelas XIAP-2 (kelas eksperimen) dan kelas XIAP-1 (kelas kontrol). Instrumen yang digunakan berupa soal tes kemampuan pemecahan masalah matematis. Tes dilaksanakan dua kali yakni pada awal pembelajaran sebelum mendapat perlakuan (pretest) dan setelah mendapat perlakuan pada akhir pembelajaran (posttest). Instrumen tersebut dinyatakan telah memenuhi syarat validasi dan reliabel. Analisis data dilakukan dengan menggunakan uji-t. Hasil penelitian ini menunjukkan bahwa terdapat peningkatan kemampuan pemecahan masalah matematis siswa dengan menggunakan pembelajaran Kontekstual secara signifikan. Peningkatan dilihat dari hasil analisis skor n-gain, diperoleh bahwa rata-rata n-gain kelas eksperimen berada dalam kategori sedang (0,687) dan rata-rata n-gain kelas kontrol berada dalam kategori sedang namun lebih rendah dari kelas eksperimen (0,617). Hasil diatas menandakan bahwa terjadi peningkatan kemampuan pemecahan masalah matematis siswa kelas eksperimen lebih tinggi dari peningkatan kemampuan pemecahan masalah pada kelas kontrol. Sehingga diperoleh kesimpulan bahwa pembelajaran kontekstual mampu meningkatkan kemampuan pemecahan masalah matematis siswa. Kata Kunci: Kemampuan Pemecahan Masalah Matematis, Pembelajaran Kontekstual

PENGARUH PENDEKATAN MATEMATIKA REALISTIK TERHADAP PENINGKATAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS SISWA Azrina Purba
MES: Journal of Mathematics Education and Science Vol 4, No 2 (2019)
Publisher : Universitas Islam Sumatera Utara

Abstract. The purpose of this study is to determine the effect of learning by using a realistic mathematical approach to the ability to understand students' mathematical concepts. This research is a quasi-experimental research. This research was conducted at MTs Islamiyah Medan. The research sample consisted of 50 students, 25 experimental class students, and 25 control class students obtained by cluster random sampling technique in class VII students. The results of the study explained that the average ability to understand mathematical concepts of students who use a realistic mathematical approach is higher than the average ability to understand mathematical concepts of students who use conventional learning. It can be seen from the average posttest score of students' mathematical problem-solving ability of 29.125 in the experimental class and 27.250 in the control class. However, the realistic mathematical approach model in the experimental class was significantly more successful in improving students' understanding of mathematical concept skills compared to conventional methods. Thus the learning of realistic mathematics influences the ability to understand the concepts of mathematical students (tcount = 3.91 ttable = 2.13). The conclusion of this study is that there is a positive influence on realistic mathematical approaches to students' mathematical concept understanding abilities.Keywords: Realistic Mathematics Approach, Understanding of Mathematical Concepts.

PENGEMBANGAN LEMBAR AKTIVITAS SISWA (LAS) MENGGUNAKAN PENDEKATAN DIFFERENTIATED INSTRUCTION UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA SMK Ade Evi Fatimah; Azrina Purba
MES: Journal of Mathematics Education and Science Vol 4, No 1 (2018)
Publisher : Universitas Islam Sumatera Utara

Abstract. The purpose of this study is to produce quality student activity sheets. To achieve this, this research uses development research. The development model used in this study is a 4-D development model consisting of the Define, Design, Development and Disseminate stages. The subject of this research is the tenth grade students of SMK 1 Percut Sei Tuan Deli Serdang Regency and the object of this research is the mathematics student activity sheet of trigonometry material using the Differentiated Instruction (DI) approach. Developed in this study is the student activity sheet (LAS). The results of the study show that: (1) the level of mastery learning in classical is 83.33%; (2) the level of student activity during the learning process takes place on the ideal time tolerance criteria; (3) the level of the teacher's ability to manage learning is good, because the average has reached the minimum criteria; (4) student responses to the components of the device and the learning process are positive; (5) Mathematical problem solving abilities of students have increased with an average value of 1.457 at pretest and 3.103 in postes with an average increase (N Gain) included in the medium category with an average of 0.521. The researcher suggested that the Differentiated Instruction approach be an alternative for teachers to improve students' mathematical problem solving abilities.Keywords: Student Activity Sheet, Differentiated Instruction Approach, mathematical problem solving ability

Co-Authors Ade Evi Fatimah Andri Saputra Anisa Noverita Ary Anggara Shahputra Diah Kesumawati Diah Kesumawati Dini Puji Anggraini Donny Adiatmana Ginting Dwi Puspita Sari Eka Darliana Harry Pratama Figna Haryati Haryati Haryati Haryati Haryati Indah Lestari, Indah Irwanto Irwanto Kahar Mashuri Kesumawati, Diah Kisria Darsi, Try santi Kisria Darsih, Trysanti Lubis, Elfi Lailan Syamita Lubis, Renni Ramadhani Muhammad Fadli Nasution, Unita Sukma Zuliani Nurul Hasanah Parinduri, Wina Mariana purba, oktaviana nirmala Putri Ananda Rajagukguk, Kiki Pratama Rambe, Nurhamimah Renni Ramadhani Lubis Riskyka Riskyka Riskyka Riskyka Riskyka, Riskyka Rosmen Ryan Dhika Priyatna Suci Dahlya Narpila, Suci Dahlya Suci Ramadhani Sukma Zuliani Nasution, Unita Suwanto Suwanto Syafitri, Anis Tarwiyah Taufiqurrahman Taufiqurrahman Tedy Putra Tedy Putra Tedy Putra Titin Rahmayanti Rambe Unita Sukma Zuliani Unita Sukma Zuliani Nasution Widuri Widuri Yulia Anita Siregar Yusda Novianti

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