Articles
<![CDATA[PENGARUH MODEL RECIPROCAL TEACHING DAN TTW TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN PEMECAHAN MASALAH ]]>
<![CDATA[Devi Saragih, Laila]]>;
<![CDATA[Yahfizham]]>;
<![CDATA[Siregar, Tanti Jumaisyaroh]]>
<![CDATA[ Relevan : Jurnal Pendidikan Matematika Vol 2 No 3 (2022): Relevan : Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Yayasan Amanah Nur Aman ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.1089/relevan.v2i3.352
<![CDATA[Penelitian ini bertujuan untuk Mengetahui pengaruh Kemampuan Berpikir Kritis dan Pemecahan Masalah siswa yang diajarkan dengan menggunakan Model Pembelajaran Reciprocal Teaching dengan siswa yang diajarkan dengan menggunakan Model Think Talk Write (TTW). Berdasarkan hasil data dan pembahasan diperoleh: 1)Terdapat Pengaruh Kemampuan berikir kritis matematika siswa yang diajar dengan menggunakan model pembelajaran Reciprocal Teaching dengan siswa yang diajar menggunakan model Think Talk Write; 2)Terdapat Pengaruh Kemampuan Pemecahan Masalah matematika siswa yang diajarkan menggunakan model pembelajaran Reciprocal Teaching dengan siswa yang diajar menggunakan model Think Talk Write; 3)Terdapat Pengaruh Kemampuan Berpikir Kritis dan Pemecahan Masalah matematika siswa yang diajarkan menggunakan model pembelajaran Reciprocal Teaching dengan siswa yang diajar menggunakan model Think Talk Write; 4)Tidak terdapat interaksi antara model pembelajaran terhadap kemampuan berpikir kritis dan kemampuan pemecahan masalah siswa. ABSTRACK This study aims to determine the effect of students' critical thinking and problem solving abilities who are taught using the Reciprocal Teaching Learning Model and students who are taught using the Think Talk Write (TTW) Model. Based on the results of the data and discussion obtained: 1) There is an effect of students' critical thinking skills in mathematics taught using the Reciprocal Teaching learning model with students being taught using the Think Talk Write model; 2) There is an effect of students' mathematical problem solving abilities who are taught using the Reciprocal Teaching learning model with students who are taught using the Think Talk Write model; 3) There is an influence of students' critical thinking and problem solving abilities in mathematics taught using the Reciprocal Teaching learning model with students being taught using the Think Talk Write model; 4) There is no interaction between the learning model on students' critical thinking skills and problem solving abilities.]]>
<![CDATA[PENGEMBANGAN LEMBAR KERJA PESERTA DIDIK BERBASIS RECIPROCAL TEACHING MATERI MATRIKS KELAS XI ]]>
<![CDATA[Sara, Mayang Vita]]>;
<![CDATA[Ananda, Rusydi]]>;
<![CDATA[Yahfizham]]>
<![CDATA[ Relevan : Jurnal Pendidikan Matematika Vol 2 No 3 (2022): Relevan : Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Yayasan Amanah Nur Aman ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.1089/relevan.v2i3.360
<![CDATA[Penelitian ini bertujuan untuk menghasilkan produk Lembar Kerja Peseta Didik (LKPD) berbasis Reciprocal Teaching pada materi matriks kelas XI yang valid, praktis, dan efektif. Penelitian ini menggunakan pengembnagan Research and Development (R&D) model 4-D. Subjek penelitian ini ialah siswa kelas XI SMA MUHAMMADIYAH 4 BABALAN yang berjumlah 30 siswa. Analisis nilai LKPD dari para validator diperoleh indeks sebesar 0,75 untuk ahli materi memiliki kategori sedang atau valid, nilai indeks dari ahli media sebesar 0,94 dengan kategori tinggi atau sangat valid. Kalsifikasi angket guru dan hasil angket peserta didik memenuhi kriteria baik dengan presentase 82,8% yang menunjukkan bahwa LKPD berbasis Reciprocal Teaching memiliki kualitas praktis. Kefektifan diperoleh hasil ketuntasan belajar siswa sicara klasikal setelah menggunakan LKPD sangat efektif sebesar 80% (siswa yang mendapatkan skor ≥75) dimana hasil belajar siswa mengalami peningkatan 44%, sehingga penggunaan LKPD berbasis Reciprocal Teaching sangat efektif digunakan dalam pembelajaran. Setelah dilakukan perhitungan N-gain diperoleh rata-rata sebesar 0,56 dengan kategori sedang sehingga penggunaan LKPD berbasis reciprocal teaching efektif digunakan untuk meningkatkan hasil belajar siswa. ABSTRACK This study aims to produce a Reciprocal Teaching-based Student Worksheet (LKPD) product in class XI matrix material that is valid, practical, and effective. This study uses a 4-D Research and Development (R&D) model. The subjects of this study were students of class XI SMA MUHAMMADIYAH 4 BABALAN, totaling 30 students.Analysis of the LKPD value from the validators obtained an index of 0.75 for material experts in the medium or valid category, the index value of media experts at 0.94 in the high or very valid category.. The classification of the teacher's questionnaire and the results of the student's questionnaire met the good criteria with a percentage of 82.8% which indicates that the LKPD based on Reciprocal Teaching has practical quality. The effectiveness of classical student learning mastery results obtained after using LKPD is very effective by 80% (students who get a score of 75) where student learning outcomes have increased by 44%, so the use of LKPD based on Reciprocal Teaching is very effective in learning. Then from the table above after calculating the N-gain, the average is 0.56 with the medium category so that the use of LKPD based on reciprocal teaching is effectively used to improve student learning outcomes]]>
<![CDATA[PERBEDAAN PENGGUNAAN STRATEGI PEMBELAJARAN KOOPERATIF TIPE TTW DAN NHT TERHADAP HASIL BELAJAR ]]>
<![CDATA[Dwi Agustin, Susan]]>;
<![CDATA[Rakhmawati, Fibri]]>;
<![CDATA[Yahfizham]]>
<![CDATA[ Relevan : Jurnal Pendidikan Matematika Vol 2 No 3 (2022): Relevan : Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Yayasan Amanah Nur Aman ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.1089/relevan.v2i3.361
<![CDATA[Penelitian ini adalah penelitian kuantitatif dengan jenis penelitian quasi eksperimen. Populasi penelitian ini seluruh siswa kelas XI IPS. Alat pengumpulan data berupa tes berbentuk uraian. Teknik pengambilan sampel yang digunakan yakni Non-Probability Sampling. Sedangkan teknik analisis data digunakan uji-t yang diawali dengan menghitung rata-rata, menghitung standar deviasi, uji normalitas, homogenitas, dan uji hipotesis. Temuan penelitian khusus tidak ditemukan perbedaan yang signifikan terhadap hasil belajar dengan menggunakan strategi pembelajaran kooperatif tipe Think Talk Write (TTW) dan Numbered Head Together (NHT). Hal ini dapat dilihat dari nilai rata-rata post test pada kelas eksperimen I sebesar 82,77 dan nilai rata-rata post test pada kelas eksperimen II sebesar 76,75 serta nilai T hitung =0,84696 < T tabel=2,021. ABSTRACK This research is a quantitative research with a quasi-experimental type of research. The population of this study were all students of class XI IPS. The data collection tool is in the form of a test in the form of a description. The sampling technique used is Non-Probability Sampling. While the data analysis technique used t-test that begins with calculating the average, calculating the standard deviation, normality test, homogeneity, and hypothesis testing. Specific research findings found no significant differences in learning outcomes using cooperative learning strategies Think Talk Write (TTW) and Numbered Head Together (NHT) types. This can be seen from the average post-test value in the experimental class I of 82.77 and the post-test average value of the second experimental class of 76.75 and the calculated T value = 0.84696 < T table = 2.021.]]>
<![CDATA[PENGARUH MODEL STAD DAN PAIR CHECK TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN KREATIF MATEMATIS ]]>
<![CDATA[Maharaja, Kiki Sari]]>;
<![CDATA[Neliwati]]>;
<![CDATA[Yahfizham]]>
<![CDATA[ Relevan : Jurnal Pendidikan Matematika Vol 2 No 3 (2022): Relevan : Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Yayasan Amanah Nur Aman ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.1089/relevan.v2i3.364
<![CDATA[Penelitian ini bertujuan untuk melihat pengaruh model pembelajaran Student Team Achievement Division (STAD) dan Pair Check terhadap kemampuan berfikir kritis dan berpikir kreatif matematis siswa pada materi sistem persamaan linear dua variabel di MAN Dairi tahun pelajaran 2020-2021. Adapun jenis penelitian yang digunakan dalam penelitian ini adalah penelitian eksperimen dengan pendekatan kuantitatif. Penelitian ini dilakukan di MAN Dairi. Desain yang digunakan pada penelitian ini ialah desain faktorial dengan taraf 2x2. Teknik pengumpulan data dalam penelitian ini adalah menggunakan tes. Teknik analisis data pada penelitian ini yaitu menggunakan analisis ANAVA. Hasil pada penelitan ini yaitu: 1) Kemampuan berpikir kritis matematis siswa yang diajar dengan pembelajaran kooperatif tipe STAD lebih baik daripada siswa yang diajar dengan pembelajaran pair check. 2) Kemampuan berpikir kreatif matematis siswa yang diajar dengan pembelajaran kooperatif tipe STAD lebih baik daripada siswa yang diajar dengan pembelajaran pair check. 3) Kemampuan berpikir kritis lebih baik daripada kemampuan berpikir kreatif matematis siswa yang diajar menggunakan model kooperatif tipe STAD. 4) Kemampuan berpikir kritis lebih baik daripada kemampuan berpikir kreatif matematis siswa yang diajar menggunakan model kooperatif tipe pair check. ABSTRACK This study aims to see the effect of the Student Team Achievement Division (STAD) and Pair Check learning models on students' critical thinking skills and mathematical creative thinking on the material of a two-variable linear equation system at MAN Dairi for the 2020-2021 school year. The type of research used in this research is experimental research with a quantitative approach. This research was conducted at MAN Dairi. The design used in this study is a factorial design with a level of 2x2. The data collection technique in this study was using a test. The data analysis technique in this research is using ANOVA analysis. The results of this research are: 1) The mathematical critical thinking ability of students who are taught with STAD cooperative learning is better than students who are taught using pair check learning. 2) The mathematical creative thinking ability of students who are taught with STAD cooperative learning is better than students who are taught using pair check learning. 3) The ability to think critically is better than the mathematical creative thinking ability of students who are taught using the STAD type cooperative model. 4) The ability to think critically is better than the mathematical creative thinking ability of students who are taught using a pair check type cooperative model. ]]>
<![CDATA[Coursera Sebagai Media Pembelajaran Digital: Kajian Literatur Terhadap Efektifitas Dan Tantangannya ]]>
<![CDATA[Septiani Agustina Siregar]]>;
<![CDATA[Yahfizham]]>
<![CDATA[ JOURNAL SAINS STUDENT RESEARCH Vol. 3 No. 4 (2025): Jurnal Sains Student Research (JSSR) Agustus ]]>
Publisher : <![CDATA[CV. KAMPUS AKADEMIK PUBLISING ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.61722/jssr.v3i4.5271
<![CDATA[One of the main challenges in education today is the limited flexibility of learning time and access to quality and structured learning materials. This encourages the need for learning media that is able to answer the needs of independent and globally oriented learning. Coursera, as one of the Massive Open Online Course (MOOC) platforms, offers solutions through various courses that can be accessed digitally by anyone at any time. This article is a literature review that aims to examine the effectiveness of Coursera as a digital learning media and identify challenges in its implementation. The review is conducted by analyzing a number of scientific articles and relevant sources published between 2018 and 2024. The study results show that Coursera is effective in providing quality materials, increasing motivation for self-learning, and supporting learning flexibility. However, some challenges remain, such as limited foreign language skills, the need for digital devices, and the lack of in-person mentoring support. This article recommends the need for local content integration, training on digital platform utilization, and mentoring strategies so that Coursera can be optimally used in learning.]]>
<![CDATA[PENGARUH MODEL PEMBELAJARAN BERBASIS MASALAH TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DAN KEMANDI BELAJAR SISWA ]]>
<![CDATA[Amanda, adela]]>;
<![CDATA[Yahfizham]]>;
<![CDATA[Maysarah, Siti]]>
<![CDATA[ Relevan : Jurnal Pendidikan Matematika Vol 5 No 1 (2025): Relevan : Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Yayasan Amanah Nur Aman ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran berbasis masalah terhadap kemampuan pemecahan masalah matematis dan kemandirian belajar siswa. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi eksperimen. Sampel terdiri dari 58 siswa, masing-masing 29 siswa di kelas eksperimen dan kelas kontrol. Data diperoleh melalui pre-test dan post-test. Hasil menunjukkan bahwa model pembelajaran berbasis masalah berpengaruh terhadap kemampuan pemecahan masalah matematis dan kemandirian belajar siswa. Rata-rata N-Gain kemampuan pemecahan masalah di kelas eksperimen sebesar 0,584 dan kelas kontrol 0,437. Kemandirian belajar siswa di kelas eksperimen sebesar 0,420 dan kelas kontrol 0,349. Uji t menunjukkan bahwa terdapat perbedaan signifikan antara kedua kelas, baik dalam kemampuan pemecahan masalah maupun kemandirian belajar. ABSTRACT This study aims to determine the effect of problem-based learning model on mathematical problem solving ability and student learning independence. The research used a quantitative approach with a quasi-experimental design. The sample consisted of 58 students, 29 students each in the experimental and control classes. Data were obtained through pre-test and post-test. The results showed that the problem-based learning model had an effect on students' mathematical problem solving ability and learning independence. The average N-Gain of problem solving ability in the experimental class was 0.584 and the control class was 0.437. Student learning independence in the experimental class was 0.420 and the control class was 0.349. The t-test showed that there was a significant difference between the two classes, both in problem solving ability and learning independence.]]>
<![CDATA[PERBEDAAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS MODEL PjBL DAN PBL PADA PESERTA DIDIK ]]>
<![CDATA[Amalia, Tharisa]]>;
<![CDATA[Yahfizham]]>;
<![CDATA[Hasanah, Rusi Ulfa]]>
<![CDATA[ Relevan : Jurnal Pendidikan Matematika Vol 5 No 1 (2025): Relevan : Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Yayasan Amanah Nur Aman ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[Penelitian ini bertujuan untuk mengetahui perbedaan kemampuan pemahaman konsep matematis antara peserta didik yang diajarkan dengan model Problem Based Learning dan Project Based Learning. Latar belakang penelitian ini adalah rendahnya pemahaman konsep matematis siswa akibat metode pembelajaran konvensional yang kurang melibatkan siswa secara aktif. Penelitian ini menggunakan pendekatan kuantitatif dengan metode kuasi eksperimen dan desain post-test only control group. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII MTs Yayasan Perguruan Amaliyah yang berjumlah 231 siswa. Sampel ditentukan secara cluster random sampling, yaitu kelas VIII-E (PBL) dan VIII-F (PjBL). Hasil analisis menunjukkan adanya perbedaan signifikan antara kedua model pembelajaran, dengan nilai t-hitung = 2,720 > t-tabel = 2,001. Rata-rata nilai post-test siswa pada kelas PBL sebesar 71,129 lebih tinggi dibandingkan dengan kelas PjBL sebesar 65,966. Dengan demikian, model Problem Based Learning lebih efektif dalam meningkatkan kemampuan pemahaman konsep matematis siswa dibandingkan dengan Project Based Learning. ABSTRACT The background of this research is the low understanding of mathematical concepts of students due to conventional learning methods that do not involve students actively. This study used a quantitative approach with quasi-experimental method and post-test only control group design. The population in this study were all VIII grade students of MTs Yayasan Perguruan Amaliyah which amounted to 231 students. The sample was determined by cluster random sampling, namely class VIII-E (PBL) and VIII-F (PjBL). The results of the analysis showed a significant difference between the two learning models, with the value of tcount = 2.720 > ttable = 2.001. The average post-test score of students in the PBL class of 71.129 is higher than the PjBL class of 65.966. Thus, the Problem Based Learning model is more effective in improving students' mathematical concept understanding ability compared to Project Based Learning.]]>
<![CDATA[The Effect of Learning Interest and Learning Motivation on Mathematics Learning Achievement ]]>
<![CDATA[Sali Hasibuan, Alom]]>;
<![CDATA[Yahfizham]]>;
<![CDATA[Siregar, Tanti Jumaisyaroh]]>
<![CDATA[ Mahir : Jurnal Ilmu Pendidikan dan Pembelajaran Vol 1 No 2 (2022): Mahir : Jurnal Ilmu Pendidikan dan Pembelajaran ]]>
Publisher : <![CDATA[Yana Research ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This study aims to find out: How does interest in learning and learning motivation influence learning achievement in class VIII MTs Negeri 2 Padang Sidimpuan Academic Year 2018/2019. This research is quantitative research. The population of this study was students of class VIII MTsN 3 Medan Helvetia, which consisted of one class. Sampling used cluster random sampling with an average of 40 per class. In this thesis, the researcher used a questionnaire as a data collection instrument, totaling 35 statement items. And to analyze the data the researchers used univariate analysis (mean, median mode, and standard deviation), analysis prerequisite tests (normality and homogeneity tests) and hypothesis testing. The conclusion in this study is that there is an influence of interest in learning and learning motivation on learning achievement in class VIII MTs Negeri 2 Padang Sidimpuan Academic Year 2018/2019. This is based on the calculation of multiple correlation statistics obtained by Fcount > Ftable with the number 4.09 > 2.323]]>
<![CDATA[Comparison Of Student Learning Outcomes Teached With Information Search And Card Sort Learning Methods ]]>
<![CDATA[Nisa, Hidayatun]]>;
<![CDATA[Yahfizham]]>;
<![CDATA[Siregar, Tanti Jumaisyaroh]]>
<![CDATA[ Mahir : Jurnal Ilmu Pendidikan dan Pembelajaran Vol 1 No 2 (2022): Mahir : Jurnal Ilmu Pendidikan dan Pembelajaran ]]>
Publisher : <![CDATA[Yana Research ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This study aims to determine the learning outcomes of students who are taught using the information search method, the learning outcomes of students who are taught using the card sort method, and a comparison of the learning outcomes of students who are taught using the information search method and the card sort method in class VII SMP Negeri 13 Medan .This research is a quantitative research, with a quasi-experimental type. The population is all class VII students of SMP Negeri 13 Medan for the 2021/2022 Academic Year which consists of five classes with a total of 160 students. The sample of this research was class VII-1 students who found 30 people as the experimental class 1 which uses the Information Search and VII-2 learning methods which find 30 people as an experimental class 2 which uses the Card Sort learning method. From the average learning outcomes obtained by students who were taught by the card sort information search method better than students who were taught by the card sort method. In the hypothesis test using the t-test with a significant level = 0.05. The price of tcount = 2.25, and ttable = 1.67 thus obtained the price of tcount > ttable or 2.25 <1.67, so that H0 is rejected and H1 is accepted. The conclusions of this study explained that the learning outcomes of class VII students of SMP Negeri 13 Medan on the subject matter of the quadrilaterals taught were significantly different from the method of information retrieval and sorting of cards.]]>
<![CDATA[The Effect of Team Assisted Individualization Cooperative Learning Model on Students' Mathematical Problem Solving Ability ]]>
<![CDATA[Al Arsat, Hilman]]>;
<![CDATA[Yahfizham]]>;
<![CDATA[Siregar, Tanti Jumaisyaroh]]>
<![CDATA[ Mahir : Jurnal Ilmu Pendidikan dan Pembelajaran Vol 1 No 2 (2022): Mahir : Jurnal Ilmu Pendidikan dan Pembelajaran ]]>
Publisher : <![CDATA[Yana Research ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This study aims to: To determine the effect of the TAI type cooperative learning model on students' mathematical problem solving abilities in class VIII SMP Negeri 3 Padang Sidimpuan TP.2021/2022. This research is a quantitative research with a quasi research type experiment. The population is all class VIII students of MTs UMN Al-Washliyah Medan TP.2021/2022, which totals 120 students from 4 classes. While 2 classes were used as samples, namely class VIII-A totaling 30 students and class VIII-B totaling 30. Data collection techniques were carried out by observation, testing and documentation. The test instrument used to determine students' mathematical problem solving abilities is an essay test in the form of a post-test. Data analysis was performed by normality test, homogeneity test and hypothesis testing using the T-Test. The results of these findings indicate: 1) The ability to solve mathematical problems of students who are taught using the TAI type cooperative learning model is better than students who are taught by conventional learning models. 2) There is an influence of the Team Assisted Individualization (TAI) cooperative learning model on students' mathematical problem solving abilities in class VIII SMP Negeri 3 Padang Sidimpuan TP.2021/2022 seen from tcount > ttable, namely 3.231 > 1.671. The conclusions of this study explain that there is an influence of the model cooperative learning type Team Assisted Individualization (TAI) on students' mathematical problem solving abilities in class VIII SMP Negeri 3 Padang Sidimpuan TP. 2021/2022.]]>
