Articles
<![CDATA[Development of Learning Tools based on the Discovery Learning Model Integrating 21st Century Skills in Trigonometric Materials in High Schools ]]>
<![CDATA[Ade Putri]]>;
<![CDATA[Kartini Kartini]]>;
<![CDATA[Putri Yuanita]]>
<![CDATA[ Journal of Educational Sciences Vol 4, No 4: October 2020 ]]>
Publisher : <![CDATA[Universitas Riau ]]>
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DOI: 10.31258/jes.4.4.p.864-880
<![CDATA[This research is based on the limited discovery learning based learning tools that integrate 21st-century skills. The purpose of this study is to produce a valid and practical discovery learning-based of the learning tools that integrate to 21st-century skills in trigonometric material. The development model used the 4D model which consists of the define, design, develop, and disseminate stages. The tools being developed were syllabus, lesson plans, and student worksheets. The instrument used was a validity instrument in the form of a validation sheet, practical instruments in the form of student response questionnaires, and observation sheets. The data collection technique was carried out by distributing questionnaires and observations. The limited trials were conducted on 16 students of class XII MIPA 1 SMA Babussalam Pekanbaru, while practicality trials were carried out in class XI MIPA 2 SMA Babussalam Pekanbaru. The data analysis technique used in this research is quantitative data analysis and qualitative data analysis. From the results of data processing obtained an average syllabus validation result of 3.20; lesson plans 3.36; and student’s worksheet 3.43. The average student response questionnaire results in limited trials and field trials were 85.75% and 91.25%, respectively, with the very practical category. The average result of the observation sheet on the implementation of learning activities was 87%. It can be concluded that the learning tools developed are valid and practical.]]>
<![CDATA[Effectiveness of Learning with Scientific Approach in Cooperative Model of STAD-based Type Lesson Study ]]>
<![CDATA[Arus Ginanjar]]>;
<![CDATA[Sehatta Saragih]]>;
<![CDATA[Kartini Kartini]]>
<![CDATA[ Journal of Educational Sciences Vol 3, No 2: May 2019 ]]>
Publisher : <![CDATA[Universitas Riau ]]>
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DOI: 10.31258/jes.3.2.p.249-259
<![CDATA[This study aims to determine the effectiveness of learning with a scientific approach in the STAD-based cooperative model lesson study of learning outcomes in mathematics. This research is a quasi-experimental study. The study population was junior high school students in Rokan Hilir Regency which were divided into three school levels; upper level, medium level and lower level. The research sample was taken randomly (clustering random sampling). Each sample contained an experimental class and a control class. The research instruments were learning devices and instruments for collecting data. The design of hypothesis testing of student learning outcomes in the form of pretest and posttest data analysis through statistical tests. The data was analyzed using integrated statistical tests. The results showe that student learning outcomes in the experimental class were better than the control class for each level. There are differences in student learning outcomes in the experimental class viewed from the school level, and learning with a scientific approach in cooperative type STAD-based lesson study is effective in terms of student learning outcomes. The conclusion is that the learning with the scientific approach in the STAD-based cooperative model is effective.]]>
<![CDATA[Improvement of Mathematical Problem Solving Ability of High School Students through Problem Based Learning ]]>
<![CDATA[Elmiwati Elmiwati]]>;
<![CDATA[Kartini Kartini]]>;
<![CDATA[Zulkarnain Zulkarnain]]>
<![CDATA[ Journal of Educational Sciences Vol 4, No 3: July 2020 ]]>
Publisher : <![CDATA[Universitas Riau ]]>
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DOI: 10.31258/jes.4.3.p.584-593
<![CDATA[The ability to solve mathematical problems is a very important part that must be owned and developed by students in learning mathematics. However, generally Indonesian students' abilities are very low in understanding complex information and problem solving. Therefore, this article aims to know: 1) the increase in Mathematical Problem Solving Ability (MPSA) of students who get Problem Based Learning (PBL) better than students who get conventional learning with a scientific approach is reviewed overall and based on KAM levels; 2) find out the interaction between PBL and conventional models with KAM level to MPSA; 3) the difference in MPSA increase of students who get PBL learning in terms of KAM level. The research method used was a quasi-experimental research design with a pretest-posttest control group design. The sample of 6 grade students of SMAN 2 Bangkinang Kota class XI totaling 183 students. The instrument in this article is a MPSA test using t-test, two-way ANOVA test and one-way ANOVA test. The results in this study were: 1) the increase in MPSA of students who received PBL learning was better than students who received conventional learning in terms of overall and KAM; 2) there is a significant interaction between PBL and conventional models with KAM level to MPSA; and 3) there is a difference in the increase in MPSA of students who get PBL learning in terms of KAM level significantly.]]>
<![CDATA[Analisis Kemampuan Pemahaman dan Pemecahan Masalah Matematis Siswa Kelas X Materi Persamaan Pertidaksamaan Nilai Mutlak ]]>
<![CDATA[Septia Nur]]>;
<![CDATA[Kartini Kartini]]>
<![CDATA[ PYTHAGORAS : Jurnal Program Studi Pendidikan Matematika Vol 10, No 1 (2021): PYTHAGORAS: Jurnal Program Studi Pendidikan Matematika ]]>
Publisher : <![CDATA[UNIVERSITAS RIAU KEPULAUAN, BATAM, INDONESIA ]]>
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DOI: 10.33373/pythagoras.v10i1.2928
<![CDATA[Penelitian ini bertujuan untuk menganalisis kemampuan pemahaman matematis dan kemampuan pemecahan masalah matematis siswa pada materi persamaan dan pertidaksamaan nilai mutlak. Subjek dalam penelitian ini adalah siswa kelas X SMA IT Imam Syafi’i Batam berjumlah 29 siswa. Teknik pengumpulan data yang digunakan adalah instrumen tes tertulis berbentuk uraian berjumlah 5 soal. Penelitian ini merupakan penelitian kuantitatif dengan pendekatan deskriptif. Teknik analisis data yang digunakan dalam penelitian ini yaitu analisis inferensial untuk mengukur instrumen, serta analisis deskriptif untuk mengetahui kemampuan pemahaman matematis dan kemampuan pemecahan masalah matematis siswa. Berdasarkan hasil penelitian, dapat disimpulkan bahwa kemampuan pemahaman matematis yang dimiliki siswa siswa lebih baik dibanding kemampuan pemecahan masalah matematis. Rata-rata persentase kemampuan pemahaman matematis siswa kelas X untuk materi persamaan dan pertidaksamaan nilai mutlak adalah 90%, sedangkan rata-rata persentase kamampuan pemecahan masalah siswa hanya 28%. Selanjutnya, ditemukan pula hasil bahwa siswa kesulitan memahami soal permasalahan kontekstual, serta kesulitan menerapkan konsep persamaan dan pertidaksamaan nilai mutlak ke dalam prosedur penyelesaian masalah.]]>
<![CDATA[Analisis Kemampuan Pemecahan Masalah Matematis Siswa SMA pada Materi Barisan dan Deret Geometri ]]>
<![CDATA[Nofita Damayanti]]>;
<![CDATA[Kartini Kartini]]>
<![CDATA[ Mosharafa: Jurnal Pendidikan Matematika Vol 11, No 1 (2022) ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia ]]>
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DOI: 10.31980/mosharafa.v11i1.1162
<![CDATA[AbstrakKemampuan pemecahan masalah matematis merupakan salah satu kemampuan matematis yang perlu dimiliki oleh siswa. Penelitian ini bertujuan untuk menganalisis kemampuan pemecahan masalah matematis siswa dalam menyelesaikan permasalahan kontekstual pada materi barisan dan deret geometri. Jenis penelitian ini adalah penelitian kuantitatif. Teknik pengumpulan data yang digunakan adalah teknik tes dan wawancara secara luring. Subjek penelitian yaitu 19 siswa kelas XI MIA SMA Nurul Falah tahun ajaran 2020/2021. Analisis terhadap kemampuan pemecahan masalah matematis siswa diihat melalui indikator yaitu memahami masalah, merencanakan penyelesaian masalah, melaksanakan rencana penyelesaian masalah, dan menafsirkan hasil yang diperoleh. Hasil analisis kemampuan pemecahan masalah matematis siswa menunjukkan bahwa sebanyak 75,3% siswa telah memiliki kemampuan untuk memahami masalah yang disajikan dengan baik. Sementara itu, hanya 15,70% siswa yang melakukan penafsiran hasil yang perhitungan yang diperoleh. Analysis of Mathematical Problem-Solving Ability of High School Students on the Geometric Sequences and Series AbstractMathematical problem-solving ability is one of the mathematical abilities which students must have. This research aims to analyze mathematical problem-solving ability in solving contextual problems on geometric sequences and series. This research is explorative research with qualitative and quantitative approaching. The data collection technique used was an offline test and face-to-face interview techniques. The subject of this research is 19 students of class XI MIA SMA Nurul Falah year 2020/2021. Analysis of students’ mathematical problem-solving ability is seen through four indicators, namely: understanding the problem, planning the problem solving, implementing the problem-solving plans, and interpreting the obtained result. The result of this research shows that 75,3% of students already can understand the problem. Meanwhile, only 15,70% of students interpret the result of the calculations. ]]>
<![CDATA[Perangkat Pembelajaran Bangun Ruang Sisi Lengkung Berbasis Discovery Learning ]]>
<![CDATA[Khoiratul Adawiyah]]>;
<![CDATA[Kartini Kartini]]>;
<![CDATA[Susda Heleni]]>
<![CDATA[ JURING (Journal for Research in Mathematics Learning) Vol 5, No 3 (2022) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Syarif Kasim Riau ]]>
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DOI: 10.24014/juring.v5i3.16046
<![CDATA[Guru harus mempersiapkan pembelajarannya agar dapat mencapai tujuan yang diharapkan. Persiapan yang dimaksud dapat berupa perencanaan pembelajran, bahan ajar atupun lembar erja yang baik sesuai materi yang akan diajarkan. Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran yang meliputi silabus, RPP dan LAS berbasis model discovery learning. Penelitian pengembangan yang dilakukan menggunakan model 4-D. Data dikumpulkan melalui angket. Instrumen penelitian berupa angket validasi perangkat pembelajaran dan angket respon siswa terhadap LAS yang digunakan untuk melihat keparktisan LAS. Validasi dilakukan oleh tiga orang ahli dan praktisi. Hasil uji validasi menunjukkan produk yang dikembangkan layak digunakan. LAS yang telah valid selanjutnya dilakukan ujicoba kelompok kecil. Responden pada penelitian ini adalah 12 siswa MTs Thamrin Yahya Rambah Hilir. Rata-rata skor respon siswa menyimpulkan perangkat pembelajaran mudah digunakan. Perangkat pembelajaran menggunakan model discovery learning layak dan mudah digunakan. Keefektivannya untuk materi bangun ruang sisi datar masih perlu diteliti]]>
<![CDATA[ANALISIS KESALAHAN SISWA DALAM MENYELESAIKAN SOAL RELASI DAN FUNGSI DI KELAS VII SMP NEGERI 4 BALAI JAYA ]]>
<![CDATA[Winda Lestari]]>;
<![CDATA[Kartini Kartini]]>
<![CDATA[ Tunjuk Ajar: Jurnal Penelitian Ilmu Pendidikan Vol 4, No 1 (2021) ]]>
Publisher : <![CDATA[Jurusan Ilmu Pendidikan, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Riau ]]>
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DOI: 10.31258/jta.v4i1.43-56
<![CDATA[The concept of relations and functions in the school mathematics curriculum was first accepted by students in grade VIII. In evaluating students' understanding of the concept of relations and function material, there are mistakes made by students. Errors that occur can be in the form of misconceptions, principles, and operating errors. This study aims to describe the types of errors in solving the material relations and functions of the VIII grade students of SMP Negeri 4 Balai Jaya in the odd semester of the 2020/2021 school year. This type of research is descriptive-qualitative research, with the test as a data collection instrument. The subjects in this study were 27 students of class VIIIA. The results showed that on average 60% of students made misconceptions, 51% of students made mistakes in principle and 63% of students made operational errors. Students have not been able to present relations correctly using arrow diagrams, Cartesian diagrams and consecutive sets of pairs. Students also still have difficulty distinguishing relations and functions. In the matter of functions, the use of steps in manipulating algebraic calculations carried out by students is not quite right.]]>
<![CDATA[ANALISIS KESALAHAN SISWA DALAM MENYELESAIKAN SOAL CERITA PADA MATERI SEGIEMPAT DAN SEGITIGA ]]>
<![CDATA[Nuraini Nuraini]]>;
<![CDATA[Kartini Kartini]]>
<![CDATA[ HISTOGRAM: Jurnal Pendidikan Matematika Vol 6, No 2 (2022): Histogram ]]>
Publisher : <![CDATA[STKIP Andi Matappa ]]>
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DOI: 10.31100/histogram.v6i2.2189
<![CDATA[Tujuan penelitian ini adalah agar mengetahui kesalahan yang apa saja yang diperbuat siswa dalam mengerjakan soal cerita segiempat dan segitiga. Penelitian ini berjenis diskriptif kualitatif. Dalam penelitian ini subjeknya adalah 26 siswa kelas VIII SMP N 13 Dumai. Kesalahan siswa dapat diketahui melalui pengumpulan data pemberian soal tes tertulis. Kesalahan siswa dalam penyelesaian soal segiempat dan segitiga adalah sebagai berikut: 1) Reading Error (kesalahan membaca soal) (19,53%), 2) Comprehention Error (kesalahan memahami soal) (20,31%), 3) Transformation Error (kesalahan transformasi soal) (23,05%). 4) Process Skill Error (kesalahan keterampilan proses) (15,63%), 5) Encoding Error (kesalahan penulisan jawaban) (21,48%).Kesalahan yang banyak dilakukan siswa dalam menyelesaikan soal tes tertulis pada soal cerita materi segiempat dan segitiga adalah kesalahan transformasi soal yaitu kesalahan dalam menuliskan langkah-langkah penyelesaian]]>
<![CDATA[ANALISIS KESALAHAN SISWA BERDASARKAN TAHAPAN NEWMAN DALAM MENYELESAIKAN SOAL HIMPUNAN ]]>
<![CDATA[Anisa Hilmia Risdayati]]>;
<![CDATA[Kartini Kartini]]>
<![CDATA[ HISTOGRAM: Jurnal Pendidikan Matematika Vol 6, No 2 (2022): Histogram ]]>
Publisher : <![CDATA[STKIP Andi Matappa ]]>
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DOI: 10.31100/histogram.v6i2.2188
<![CDATA[Salah satu materi yang dipelajari dan harus dikuasai oleh siswa adalah materi himpunan. Materi himpunan merupakan materi yang mempunyai kategori kesulitan cukup tinggi. Penelitian ini bertujuan untuk dapat menganalisis jenis kesalahan yang dilakukan oleh siswa sesuai dengan tahapan Newman dalam menyelesaikan soal himpunan. Jenis penelitian ini adalah penelitian kualitatif, yang terdiri dari 14 siswa kelas VII SMP Juara Pekanbaru tahun ajaran 2021/2022 sebagai subjek penelitian. Untuk jenis teknik pengumpulan datanya berbentuk teknik tes dan wawancara. Data yang diperoleh dianalisis dengan cara mereduksi data, penyajian data, dan menarik kesimpulan. Hasil yang diperoleh dari analisis kesalahan yang siswa lakukan pada saat melakukan penyelesaian soal himpunan berdasarkan tahapan Newman menunjukkan bahwa kesalahan membaca soal terjadi sebanyak 6,94%, kesalahan memahami soal terjadi sebanyak 18,9%, kesalahan transformasi soal terjadi sebanyak 25%, kesalahan keterampilan proses terjadi sebanyak 36,4%, dan kesalahan penulisan jawaban akhir terjadi sebanyak 15,3%.]]>
<![CDATA[E-Module Development of Line and Angle Materials Assisted by Learning Videos for Junior High School Students ]]>
<![CDATA[Kartini Kartini]]>;
<![CDATA[Rukiah Magdalena Hutabarat]]>;
<![CDATA[Elfis Suanto]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v14i4.1539
<![CDATA[This study aimed to develop an E-Module on Line and Angle material with learning videos to facilitate the mathematical understanding ability of seventh-grade junior high school students that meets the aspects of validity and practicality requirements. This study was a research and development method with a 4D development model consisting of the define, design, develop, and disseminate stages. The small group trial subjects were nine students of grade VII at a Junior High School in Pekanbaru. The data collection instrument in this study consisted of a validity instrument in the form of a validation sheet and a practical instrument in the form of a student response questionnaire sheet. Based on the analysis of the validation sheet data and student response questionnaire sheets, the average E-Module validation was 3.6 with a very valid category, and the E-Module practicality average was 3.3 with a very practical category. Thus, it can be concluded that the developed E-Module is valid and practical.]]>
