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Nurhayadi
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ANALISIS KEMAMPUAN MENYELESAIKAN MASALAH DENGAN MENGGUNAKAN LANGKAH-LANGKAH POLYA PADA SISWA KELAS XI MAS-PPM NURUL FALAH PALU MATERI PROGRAM LINEAR DITINJAU DARI GAYA BELAJAR: Analysis Of The Ability To Solve Problems Using Polya Steps In MAS-MPM Class XI Students Nurul Fatah Palu Linear Programming Material In Terms Of Learning Style Lestari, Yunda; Nurhayadi; Hasbi, Muh.
Jurnal Elektronik Pendidikan Matematika Tadulako Vol. 12 No. 2 (2024)
Publisher : Universitas Tadulako

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Abstract

Analysis of the ability to solve problems using Polya's steps on linear programming material in terms of learning styles is a description of students' ability to solve problems using Polya's steps on linear programming materials which are reviewed based on students' learning styles. The learning styles used according to DePorter and Hernacki are visual, auditory, and kinesthetic learning styles.This research is a descriptive qualitative research with the aim of knowing and describing students' ability to solve problems using Polya's steps in terms of visual, auditory, and kinesthetic learning styles. The subjects of this study were students of class XI MAS-PPM Nurul Falah Palu who were selected by one representative student each from the results of a learning style questionnaire that grouped students with visual, auditory and kinesthetic learning styles. . The results of data analysis show that, (1) In understanding the problem, students with visual, auditory and kinesthetic learning styles show relevant understanding by gathering information contained in the questions and can identify problems from the questions with their knowledge of the "statement" and "question" sentences, although with a different writing style. The difference is seen in students with kinesthetic learning styles.. (2) In planning problem solving, subjects with visual and auditory learning styles can plan strategically well to achieve the goals to be achieved in a problem and can choose relevant information from the problem. While subjects with kinesthetic learning styles are quite good in planning problem solving but in developing strategies they are still not suitable to be able to solve problems properly. (3) In carrying out problem solving plans, subjects with visual learning styles are very good at executing, carrying out plans and are able to organize and integrate problems with relevant previous knowledge, as well as auditory subjects even with different writing styles. Meanwhile, subjects with kinesthetic learning styles cannot solve them properly because they are unable to integrate problems with previous knowledge. (4) In re-examining, subjects with visual and auditory learning styles carry out re-examinations because they can monitor, check or detect end results and unexpected events. Meanwhile, subjects with kinesthetic learning styles did not re-examine such as visual and auditory subjects because they were not sure about the problem solving they were doing.
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE THINK-PAIR-SHARE UNTUK MENINGKATKAN HASIL BELAJAR SISWA KELAS XI IPA 1 SMA NEGERI 1 PARIGI UTARA PADA MATERI OPERASI HITUNG MATRIKS: Aplication Of The Think-Pair-Share Type Cooperative Learning Model To Improve The Learning Outcomes Of Class XI IPA 1 Students at SMA Negeri 1 North Parigi On Matrix Arithmetic Operations Material Azmi, Nurul; Rizal, Muh.; Nurhayadi
Jurnal Elektronik Pendidikan Matematika Tadulako Vol. 12 No. 2 (2024)
Publisher : Universitas Tadulako

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The purpose of this study was to obtain a description of the application of the Think-Pair-Share (TPS) cooperative learning model which can improve learning outcomes on matrix count operations in class XI IPA 1 SMA Negeri 1 Parigi Utara. This research is a collaborative classroom action research which refers to the research design of Kemmis and MC. Taggart, namely (1) planning, (2) implementation of action, (3) observation and (4) reflection. The subjects of this study were students of class XI IPA 1 SMA Negeri 1 Parigi Utara. This research was conducted by following the steps of the think pair share (TPS) cooperative learning model, namely 1) giving students' perceptions and motivation, 2) dividing students into small groups of students consisting of 2 people per group, 3) presenting information and ask questions, (4) think individually (think), (5) discuss with group friends (pairs), (6) share the results of discussions with group friends (share), (7) draw conclusions, (8) evaluate. The results showed that learning by applying the think-pair-share type of cooperative learning model could improve students 'mathematical understanding skills as indicated by the change in students' knowledge in cycle I for the better in cycle II. Changes in student knowledge can be seen from the results of the final test analysis of students' actions in the first cycle of 43.75% and an increase in the second cycle of 90.91%.
PEMBAGIAN KELAS HOMOGEN MENGGUNAKAN K-MEANS CLUSTERING Nurhayadi
Aksioma Vol. 5 No. 1 (2016)
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/aksioma.v5i1.116

Abstract

Abstrak: Kelas heterogen berisi siswa dengan kemampuan yang beragam. Bila guru menyampaikan materi dengan cepat, maka siswa yang kurang cerdas akan mengalami kesulitan. Sedangkan bila guru menyampaikan materi dengan lambat, maka siswa yang cerdas akan terasa kurang diuntungkan. Kelas homogen adalah kelas yang terdiri dari siswa dengan kemampuan yang setara. Kelas homogen memberikan kemudahan pada guru dalam menyampaikan materi sesuai dengan kemampuan siswa, dan hal ini berarti juga memberikan keuntungan bagi siswa itu sendiri. Pembagian kelas berdasar rangking jumlah nilai mata pelajaran sering digunakan untuk membentuk kelas yang homogen, akan tetapi tujuan ini sering tidak tercapai karena sebagian kelas yang terbentuk masih heterogen. Untuk mendapatkan kelas yang seluruhnya homogen, maka kelas disusun menggunakan k-mean clustering. Kata kunci: kelas, homogen, peringkat, k-mean, clustering, Abstract: Heterogeneous class provides students with diverse abilities. When teachers deliver material quickly, then the less intelligent students will have trouble. Meanwhile, when the teacher presenting the material at a slow pace, so the bright ones will feel disadvantaged. Homogeneous class is a class of students with similar capabilities. Homogeneous class provides convenience to teachers in presenting the material in accordance with the abilities of students, and it also provides benefits for the students themselves. The division of a class based on the ranking of the number of subjects values are often used to form a homogeneous class, but this goal is often not achieved because most classes are formed is still heterogeneous. To obtain a homogeneous whole class, then the class was compiled using k-mean clustering. Keywords: class, homogeneous, ranking, k-mean, clustering,
PENGARUH ADVERSITY QUOTIENT TERHADAP PRESTASI BELAJAR MATEMATIKA SISWA KELAS VII SMP NEGERI 3 SATAP WITAPONDA PADA MATERI BENTUK ALJABAR Baharuddin Paloloang; Nurhayadi; Kasmiati
Aksioma Vol. 11 No. 2 (2022): AKSIOMA : Jurnal Pendidikan Matematika FKIP Universitas Tadulako
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/aksioma.v11i2.2290

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh adversity quotient terhadap prestasi belajar matematika siswa kelas VII SMP Negeri 3 SATAP Witaponda pada materi bentuk aljabar. Populasi dalam penelitian ini adalah siswa kelas VII SMP Negeri 3 SATAP Witaponda yang terdaftar pada tahun ajaran 2020/2021 yang berjumlah 39 siswa. Teknik pengambilan sampel yang digunakan adalah sampling jenuh. Sampel penenlitian adalah sebanyak 39 siswa. Pengumpulan data diperoleh melalui angket adversity quotient dan tes prestasi belajar matematika pada materi bentuk aljabar. Data penelitian yang terkumpul dianalisis menggunakan teknik analisis statistik deskriptif dan inferensial. Analasis data dalam penelitian ini dilakukan dengan menggunakan uji normalitas dan uji linieritas, setelah itu dilakukan uji hipotesis menggunakan uji analisis regresi linier sederhana. Hasil analisis data adversity quotient dan prestasi belajar matematika diperoleh nilai rata-rata 65,92 dan 34,33 dengan standar deviasi 6,13 dan 15,78. Hasil uji normalitas dengan chi-kuadrat yang diperoleh dari masing-masing data adversiti quotient dan prestasi belajar adalah -158,75 dan -41,736 < chi-kuadrat tabel = 11,07 yang berarti data berdistribusi normal. Hasil uji linieritas data adversity quotient terhadap prestasi belajar matematika siswa diperoleh nilai signifikanya sebesar 0,971 > 0,05 yang berarti data berpola linier. pengujian hipotesis menggunakan uji r dengan taraf signifikan 5% dan N = 39 diperoleh menunjukkan terdapat pengaruh signifikan adversity quotient terhadap prestasi belajar matematika siswa kelas VII SMP Negeri 3 SATAP Witaponda pada materi bentuk aljabar.
The impact of RADEC learning model on the problem-solving ability of high school students Mallo, Bakri; Idris, Mustamin; Nurhayadi; Pathuddin; Dasa Ismaimuza
Journal of Honai Math Vol. 8 No. 2 (2025): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v8i2.822

Abstract

The low learning outcomes and problem-solving abilities of students in Palu City are the driving force for finding a student-centered learning model that can improve the problem-solving abilities of high school students in Palu City. This research method is a quasi-experimental design with an intact group comparison design consisting of two groups, namely the experimental class with the RADEC Model learning treatment with a differentiated learning strategy and the control class with direct learning models. The study population was 3656 students, while the sample was 186 students in the experimental class and 186 students in the control class. The researcher selected the sample by purposive random sampling technique. The instruments used were problem-solving ability tests and learning style questionnaires. Data were analyzed using t-test statistics and two-way ANOVA. The results showed that the RADEC learning model with a differentiated learning strategy had a greater impact when compared to the direct instruction model on the mathematical problem-solving abilities of high school students in Palu City, with a significance value of p = 0.000. The average score of problem-solving ability of students who follow the RADEC learning model is 79.63. While the average score of problem solving of students who follow the direct instruction model is 50.72 that the difference in the impact of the learning model is 28.91. The RADEC learning model does not have a different impact on the mathematical problem-solving ability of high school students in Palu city based on learning styles, so that teachers can implement it in classes that have heterogeneous students in terms of learning styles.
Co-Authors Alfisyahra Baharuddin Baharuddin Paloloang Bakri Mallo Dasa Ismaimuza Ella Fidyawati Fachri Fitriana ISNANIYAH, LAILA Kasmiati lawaty, susy Mifrahwanti, Titania Muh. Hasbi Muh. Rizal MUSTAMIN IDRIS Nurul Azmi, Nurul Pathuddin Putri, Anastasiya Salsabilla Riana, Nurul Sali, Elisabet Yunda Lestari, Yunda