Articles
<![CDATA[Pengembangan Bahan Ajar Mata Kuliah Geometri Transformasi Berbasis Budaya Sumatera Utara ]]>
<![CDATA[Siregar, Tanti Jumaisyaroh]]>;
<![CDATA[Br Ginting, Siti Salamah]]>;
<![CDATA[Nasution, Habib Al Ghifari]]>
<![CDATA[ Teorema: Teori dan Riset Matematika Vol 9, No 2 (2024): September ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/teorema.v9i2.15644
<![CDATA[Penelitian ini bertujuan untuk menghasilkan bahan ajar mata kuliah geometri transformasi berbasis budaya Sumatera Utara yang valid, praktis dan efektif. Jenis penelitian yang digunakan adalah penelitian pengembangan dengan menggunakan model 4D. Teknik analisa data meliputi hasil validasi bahan ajar, analisis kepraktisan bahan ajar dan hasil post test hasil belajar. Hasil penelitian ini menunjukkan bahan ajar mata kuliah geometri transformasi berbasis budaya Sumatera Utara ini dikatakan valid, praktis dan efektif. Berdasarkan hasil analisis data diperoleh nilai rata-rata validator baik dari ahli materi, ahli media dan ahli bahasa adalah 81,5 % berada pada kategori sangat valid. Hasil nilai rata-rata respon mahasiswa terhadap bahan ajar sebesar 78,94% yang memiliki kriteria praktis. Hasil tes hasil belajar mahasiswa menunjukkan persentase ketuntasan sebesar 80,77%.]]>
<![CDATA[Increasing students' critical thinking ability in mathematics and fighting power through the implementation of an Open-Ended Approach ]]>
<![CDATA[Sari, Intana Purnama]]>;
<![CDATA[Siregar, Tanti Jumaisyaroh]]>
<![CDATA[ International Journal of Trends in Mathematics Education Research Vol 7, No 1 (2024) ]]>
Publisher : <![CDATA[SAINTIS Publishing ]]>
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DOI: 10.33122/ijtmer.v7i1.327
<![CDATA[One of the challenges for teachers in the world of education is to implement programs that can improve critical thinking skills and increase students' fighting power. One way to improve the quality of mathematics education is to use a learning model that supports the realization of the true goals of mathematics education, including improving students' critical thinking skills and fighting power. Therefore, the purpose of this research is to improve students' mathematical critical thinking skills and fighting power through the application of an open-ended approach. The design of this research is Experimental Factorial with the aim of improving critical thinking skills and fighting power. The subject of this study is Class X MAS Nurul Khair. In this study, the data collection tools used include a critical thinking ability test and a fighting force questionnaire. The results of the study are as follows: 1) the improvement of critical thinking skills is better if using the open-ended approach compared to the conventional, 2) the increase in fighting power is better if using the open-ended approach compared to the conventional.]]>
<![CDATA[Pengaruh Pendekatan Pembelajaran STEM Berbantuan Platform Alef Terhadap Kemampuan Pemecahan Masalah Matematika Siswa ]]>
<![CDATA[Siregar, Mutiara Anjani]]>;
<![CDATA[Siregar, Tanti Jumaisyaroh]]>
<![CDATA[ JMPM: Jurnal Matematika dan Pendidikan Matematika Vol 9 No 1 (2024): March - August 2024 ]]>
Publisher : <![CDATA[Prodi Pendidikan Matematika Universitas Pesantren Tinggi Darul Ulum Jombang ]]>
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DOI: 10.26594/jmpm.v9i1.5105
<![CDATA[Problem-solving ability is one of the primary goals in mathematics education. One approach that can optimize problem-solving skills is the STEM (Science, Technology, Engineering, and Mathematics) approach, supported by the Alef Education platform as a learning medium for mathematics. This study aims to examine the effect of the STEM learning approach assisted by the Alef platform on students' problem-solving skills at the junior high school (MTs) level. The research employs a quantitative method with a quasi-experimental design, specifically the nonequivalent control group design, to enhance students' mathematical problem-solving abilities. The subjects of this study were seventh-grade students of MTs YPRA Batang Kuis. The instrument used to collect data was a mathematical problem-solving skills test. The results of the study indicate that the STEM learning approach assisted by the Alef platform significantly improves students' mathematical problem-solving skills compared to conventional learning methods.]]>
<![CDATA[Peningkatan kemampuan representasi matematis siswa melalui model pembelajaran berbasis inkuiri berbantuan software geogebra ]]>
<![CDATA[Panjaitan, Alchairunnisa]]>;
<![CDATA[Siregar, Tanti Jumaisyaroh]]>
<![CDATA[ JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 7 No. 5 (2024): JPMI ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jpmi.v7i5.26063
<![CDATA[The students' inadequate mathematical representation abilities, as seen by their trigonometry learning outcomes, are the driving force for this investigation. This study aims to determine whether using Geogebra software in combination with an inquiry-based learning approach may improve students' mathematical representation skills. Of the seventy students enrolled at SMA Negeri 1 Ketambe, twenty-five students from class X IPA 1 and twenty-five students from class X IPA 2 were assigned to the experimental and control courses, respectively. The second class used a quasi-experimental technique with a pre- and post-test design. Tests used as research instruments. The data analysis methods that were employed were the N-Gain Test, Normality Test, Homogeneity Test, and T-Test. The results of the study on hypothesis testing indicate that an inquiry-based learning model can enhance students' capacity for mathematical representation, and that students who employed this strategy saw higher gains in this capacity than those who received conventional instruction.]]>
<![CDATA[Development of Mathematics Learning e-Modules to Improve Students' Mathematical Communication Skills ]]>
<![CDATA[Kasih, Aminah Cinda]]>;
<![CDATA[Siregar, Tanti Jumaisyaroh]]>
<![CDATA[ International Journal of Trends in Mathematics Education Research Vol 7, No 1 (2024) ]]>
Publisher : <![CDATA[SAINTIS Publishing ]]>
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DOI: 10.33122/ijtmer.v7i1.334
<![CDATA[E-modules can be used as a self-paced learning process that can help students learn systematically, interestingly, and interactively. The teaching and learning process is also not limited to an information source, this e-module can help students understand concepts better than the material taught by relevant teachers. This research uses research and development (Research and Development) is a research method used to produce certain products and test the effectiveness of products with a 4D model. The subject of this study is grades VII students at MTs. Amin Darussalam. It consists of one class that is randomly selected (random sampling), namely class VII as many as 6 students who are made into a limited field test or a small test group consisting of 20 students and an operational field test or a large test. The feasibility level of the e-module obtained a feasibility level of 81.83%, with a very feasible category. The assessment of the validity level is 81.47% with a category that is quite valid, can be used but needs minor revisions. The assessment of the practicality level is 73.25% with the practical category. The assessment of the effectiveness level of the e-module is 0.84 with the effective category.]]>
<![CDATA[PERSEPSI GURU TERHADAP PENERAPAN KURIKULUM 2013 PADA MATA PELAJARAN MATEMATIKA ]]>
<![CDATA[Br Gultom, Rizqiani]]>;
<![CDATA[Yahfizam]]>;
<![CDATA[Siregar, Tanti Jumaisyaroh]]>
<![CDATA[ Relevan : Jurnal Pendidikan Matematika Vol 1 No 1 (2021): Relevan : Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Yayasan Amanah Nur Aman ]]>
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<![CDATA[Penelitian ini bertujuan untuk mengetahui tentang persepsi (pandangan) guru terhadap penerapan kurikulum 2013 pada mata pelajaran matematika di Yaysan Pendidikan Nurul Amaliyah Tanjung Morawa. Penelitian ini adalah penelitian kualitatif fenomenologis. Metode yang di gunakan adalah metode wawancara. Popilasinya adalah guru-guru matematika di Yayasan Pendidikan Nurul Amaliyah Tanjung Morawa yang berjumlah 3 guru. Teknik pengumpulan data dilakukan pada natural setting. Untuk mengumpulkan data dalam penelitian kualitatif menggunakan metode kualitatif yaitu pengamatan, wawancara, atau penelahan dokumen. Dalam penelitian ini, peneliti mengumpulkan data melalui wawancara dan dokumentasi. Hasil temuan ini menunjukkan persepsi guru terhadap penerapan kurikulum 2013 pada mata pelajaran matematika menyulitkan pendidik dalam menerapkan kurikulum 2013 serta para pendidik juga mendapatkan beberapa kendala tetapi masih ada kelebihan dan kekurangan serta mempunya dampak positif dan negatif dan juga belum berhasil dietrapkan dalam menerapkan kurikulum 2013 pada mata pelajaran matematika. Kata Kunci : Persepsi Guru; Penerapan Kurikulum 2013; ABSTRACT This study aims to determine the teacher's perception (view) of the implementation of the 2013 curriculum in mathematics at the Nurul Amaliyah Educational Foundation, Tanjung Morawa. This research is a phenomenological qualitative research. The method used is the interview method. The population is mathematics teachers at the Nurul Amaliyah Education Foundation Tanjung Morawa, totaling 3 teachers. The data collection technique was carried out in a natural setting. To collect data in qualitative research using qualitative methods, namely observation, interviews, or document review. In this study, researchers collected data through interviews and documentation. These findings indicate that teachers' perceptions of the implementation of the 2013 curriculum in mathematics subjects make it difficult for educators to apply the 2013 curriculum and educators also encounter some obstacles but there are still advantages and disadvantages and have positive and negative impacts and have also not been successfully applied in implementing the 2013 curriculum in subjects math Keyword: Teacher perception, 2013 curriculum implementation]]>
<![CDATA[PERBEDAAN HASIL BELAJAR THINK TALK WRITE DAN LEARNING START WITH A QUESTION PADA MATERI TRIGONOMETRI ]]>
<![CDATA[Armila, Ade Siti]]>;
<![CDATA[Yahfizham]]>;
<![CDATA[Siregar, Tanti Jumaisyaroh]]>
<![CDATA[ Relevan : Jurnal Pendidikan Matematika Vol 1 No 2 (2021): Relevan : Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Yayasan Amanah Nur Aman ]]>
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<![CDATA[Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar matematika siswa yang diajar dengan strategi pembelajaran Think-Talk-Write dan Learning Start with a Question pada materi trigonometri. Penelitian ini adalah kuantitatif, dengan jenis penelitian eksperimen semu. Populasinya adalah seluruh kelas X yang berjumlah 5 kelas. Sedangkan yang dijadikan sampel 2 kelas yaitu kelas X1 berjumlah 30 siswa dan X2 berjumlah 30 siswa, sehingga sampel seluruhnya berjumlah 60 siswa. Alat ukur yang digunakan untuk mengetahui hasil belajar matematika adalah tes yang berbentuk soal essay yang sudah divalidasi berjumlah 5 soal. Analisis data yang digunakan adalah analisis deskriptif dan inferensi. Hasil temuan ini menunjukkan: (1) Hasil belajar siswa yang diajar dengan strategi pembelajaran kooperatif tipe Think-Talk-Write lebih baik pada materi trigonometri; (2) Hasil belajar siswa yang diajar dengan strategi pembelajaran kooperatif tipe Learning Start with a Question cukup baik pada materi trigonometri. Simpulan penelitian ini menjelaskan bahwa siswa yang berkemampuan penalaran induktif mupun deduktif lebih sesuai diajarkan dengan strategi pembelajaran kooperatif tipe Think-Talk-Write daripada pembelajaran kooperatif tipe Learning Start with a Question. Kata Kunci : Hasil Belajar; Think-Talk-Write; Learning Start with a Question. ABSTRACK This research aims to find out the difference in the learning outcomes of mathematics students are taught with Think-Talk-Write and Learning Start with a Question learning strategies on trigonometric materials. This research is quantitative, with a pseudo-experimental type of research. The population is the entire class X which numbers 5 classes. While the sample of 2 classes, namely class X1 amounted to 30 students and X2 amounted to 30 students, so that the sample totaled 60 students. Measuring tools used to find out the results of learning mathematics is a test in the form of essay problems that have been validated amounting to 5 problems. The data analysis used is descriptive analysis and inference. The results of these findings show: (1) Student learning outcomes taught with Think-Talk- Write type cooperative learning strategies are better on trigonometric materials; (2) Student learning outcomes taught with learning start with a question type cooperative learning strategies are quite good on trigonometric materials. The conclusion of this study explains that students who are able to inductive reasoning and deductive are more suitable to be taught with a Think-Talk-Write cooperative learning strategy than cooperative learning type Learning Start with a Question. Keywords : Learning Outcomes; Think-Talk-Write Learning; Start with a Question]]>
<![CDATA[PERBEDAAN HASIL BELAJAR SISWA MELALUI MEDIA PENILAIAN ONLINE QUIZIZZ DAN GOOGLE FORM PADA MATERI PERSAMAAN KUADRAT ]]>
<![CDATA[Pany, Amaliah Rahmah]]>;
<![CDATA[Siregar, Tanti Jumaisyaroh]]>;
<![CDATA[Saleh, Syarbaini]]>
<![CDATA[ Relevan : Jurnal Pendidikan Matematika Vol 1 No 2 (2021): Relevan : Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Yayasan Amanah Nur Aman ]]>
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<![CDATA[Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar siswa melalui media penilaian online quizizz dan google form pada materi persamaan kuadrat kelas X IPA di MAS Amaliyah Sunggal. Penelitian ini adalah penelitian kuantitatif, dengan jenis penelitian eksperimen. Populasinya adalah seluruh siswa kelas X IPA MAS Amaliyah Sunggal yang berjumlah 106 siswa. Sampel yang digunakan oleh peneliti adalah kelas X IPA 1 dan X IPA 2 yang masing-masing berjumlah 35 orang untuk dijadikan kelas eksperimen yang ditentukan dengan cara cluster random sampling. Teknik pengumpulan data menggunakan tes hasil belajar matematika berbentuk pilihan berganda sebanyak 10 soal yang diterapkan pada saat post test. Analisis data dilakukan dengan menggunakan uji independent sample t test. Hasil temuan penelitian menunjukkan terdapat perbedaan hasil belajar siswa menggunakan media penilaian online quizizz dan google form pada materi persamaan kuadrat kelas X IPA di MAS Amaliyah Sunggal. Kata kunci : Hasil belajar; media penilaian quizizz; media penilaian google form. Abstract This study aims to determine the differences in student learning outcomes through online assessment media quizzz and google form on the quadratic equation material for class X science at MAS Amaliyah Sunggal. This research is a quantitative research, with the type of experimental research. The population is all students of class X IPA MAS Amaliyah Sunggal, totaling 106 students. The sample used by the researcher was class X IPA 1 and X IPA 2, each of which amounted to 35 people to be used as an experimental class which was determined by cluster random sampling. The data collection technique uses a test of mathematics learning outcomes in the form of multiple choice as many as 10 questions which are applied at the time of the post test. Data analysis was carried out using the independent sample t test. The research findings show that there are differences in student learning outcomes using the online assessment media quizzz and google form on the quadratic equation material of class X science at MAS Amaliyah Sunggal. Keywords: learning outcomes; quizizz assessment media; google form assessment media.]]>
<![CDATA[PERBEDAAN HASIL BELAJAR MATEMATIKA MENGGUNAKAN MODEL RECIPROCAL TEACHING DAN PROBING PROMPTING ]]>
<![CDATA[Lestari Sinaga, Dewi]]>;
<![CDATA[Yahfizham]]>;
<![CDATA[Siregar, Tanti Jumaisyaroh]]>
<![CDATA[ Relevan : Jurnal Pendidikan Matematika Vol 2 No 1 (2022): Relevan : Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Yayasan Amanah Nur Aman ]]>
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<![CDATA[Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar yang diajar dengan menggunakan model Reciprocal Teaching dan Probing Prompting pada materi SPLTV di MAN 2 Deli Serdang. Penelitian ini adalah penelitian kuantitatif, dengan jenis penelitian eksperimen semu. Populasi adalah semua kelas X MIA. Sampel diambil dengan teknik penarikan sampel acak kelompok dan didapat 2 kelas yakni kelas X MIA-3 yang diajar dengan Reciprocal Teaching dan kelas X MIA-4 yang diajar dengan Probing Prompting. Analisis data menggunakan uji t dan telah terpenuih prasyarat sampel berasal dari populasi berdistribusi normal dan homogen. Pertama hasil tes awal menunujkan bahwa tidak terdapat perbedaan belajar matematika. Kedua tes akhir menunjukan bahwa terdapat perbedaan yang signifikan hasil belajar matematika siswa yang diajar dengan Reciprocal Teaching dan kelas X MIA-4 yang diajar dengan Probing Prompting. Nilai rata-rata hasil belajar matematika siswa yang diajar dengan Reciprocal Teaching diperoleh pre test 36,64 dan post test 80,04, sedangkan rata-rata hasil belajar Probing Prompting diperoleh pre test 35,16 dan pos test 78,56. Hasil belajar matematika yang diajar dengan Reciprocal Teaching lebih tinggi dari pada hasil belajar matematika yang diajar dengan Probing Prompting. ABSTRACT This study aims to determine the differences in learning outcomes taught using the Reciprocal Teaching and Probing Prompting model on SPLTV material at MAN 2 Deli Serdang. This research is a quantitative research, with the type of quasi-experimental research. The population is all class X MIA. Samples were taken using a group random sampling technique and obtained 2 classes, namely class X MIA-3 which was taught by Reciprocal Teaching and class X MIA-4 which was taught by Probing Prompting. Analysis of the data using the t test and the prerequisites have been met, the sample comes from a normally distributed and homogeneous population. First, the results of the initial test showed that there was no difference in learning mathematics. The two final tests showed that there was a significant difference in the mathematics learning outcomes of students who were taught by Reciprocal Teaching and class X MIA-4 who was taught by Probing Prompting. The average value of mathematics learning outcomes of students who are taught with Reciprocal Teaching is 36.64 for pre-test and 80.04 for post-test, while the average Probing Prompting learning outcome is 35.16 for pre-test and 78.56 for post-test. Mathematics learning outcomes taught by Reciprocal Teaching are higher than mathematics learning outcomes taught by Probing Prompting.]]>
<![CDATA[PENGARUH PENDEKATAN PEMBELAJARAN MATEMATIKA MODEL ELICAITING ACTIVITIES TERHADAP KEMAMPUAN PEMAHAMAN KONSEP ]]>
<![CDATA[Sari, Lara Febria]]>;
<![CDATA[Neliwati]]>;
<![CDATA[Siregar, Tanti Jumaisyaroh]]>
<![CDATA[ Relevan : Jurnal Pendidikan Matematika Vol 2 No 1 (2022): Relevan : Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Yayasan Amanah Nur Aman ]]>
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<![CDATA[Penenlitin ini bertujuan untuk mengetahui pengaruh pendekatan pembelajaran matematika Mode-Elicaiting Activities (MEAs) terhadap kemampuan pemahaman konsep matematika siswa. Penelitian ini merupakan penelititian Quasi Eksperimental Design atau desaian eksperimen semu dengan rancangan penelitian yaitu Pretest-Posttest Control Grup Design. Sampel dalam penelitian ini terdiri dari VIII-A sebagai kelas eksperimen dan kelas VIII-B sebagai kelas kontrol yang dipilih dengan teknik Simple Random Sampling. Pada kelas eksperimen diberikan pendekatan pembelajaran MEAs sedangkan kelas control diberikan pembelajaran konvensional. Instrumen penelitian penelitian menggunakan tes bentuk uraian untuk mengukur kemampuan pemahaman konsep matematis siswa. Data hasil tes kemampuan pemahaman konsep matematis dianalisis menggunakan Independent t-test (Uji-t). Hasil analisis data menunjukkan bahwa terdapat pengaruh yang signifikan pendekatan pembelajaran Model-Elicaiting Activities (MEAs) terhadap kemampuan pemahaman konsep matematika dengan nilai thitung > ttabel atau 4,4320 > 2,000. ABSTRACT This study aims to determine the effect of the Mode-Elicaiting Activities (MEAs) mathematics learning approach on students' ability to understand mathematical concepts. This research is a Quasi Experimental Design research or a quasi-experimental design with a research design that is Pretest-Posttest Control Group Design. The sample in this study consisted of VIII-A as the experimental class and class VIII-B as the control class which were selected using the Simple Random Sampling technique. The experimental class was given the MEAs learning approach while the control class was given conventional learning. The research instrument used a descriptive form test to measure students' ability to understand mathematical concepts. Data from the test results of the ability to understand mathematical concepts were analyzed using the Independent t-test (t-test). The results of data analysis show that there is a significant effect of the Model- Elicaiting Activities (MEAs) learning approach on the ability to understand mathematical concepts with a value of tcount > ttable or 4,4320 > 2,000.]]>
