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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Math Educa Journal
Khairunnisa, Rizkia
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Mathematics Other

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PERBEDAAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS SISWA YANG DIAJAR DENGAN MODEL PEMBELAJARAN KOOPERATIF TIPE SNOWBALL THAROWING DAN TIPE NUMBERED HEAD TOGETHER DI KELAS XI IIS SMA Afri, Lisa Dwi; Khairunnisa, Rizkia
Math Educa Journal Vol 4, No 2 (2020)
Publisher : Universitas Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/mej.v4i2.1814

Abstract

Penelitian ini bertujuan untuk mengetahui perbedaan kemampuan pemahaman konsep matematis siswa yang belajar dengan pembelajaran kooperatif tipe Snowball Throwing(SBT) dan Numbered Head Together (NHT).  Penelitian ini merupakan kuasi eksperimen yang dilakukan pada kelas XI IPS di SMA Muhammadiyah 2 Medan. Sampel dipilih dengan teknik cluster random sampling. Data penelitian diperoleh melalui tes kemampuan pemahaman konsep. Analisis data menggunakan independent sample t test. Hasil penelitian menunjukkan bahwa terdapat perbedaan yang signifikan kemampuan pemahaman konsep matematis siswa yang belajar dengan model pembelajaran SBT dengan siswa yang belajar dengan model pembelajaran NHT, dimana rata-rata kemampuan pemahaman konsep siswa yang belajar dengan model SBT sebesar 52, 47 dari skor ideal 100 dan rata-rata kemampuan pemahaman konsep siswa yang belajar dengan model NHT  sebesar 44,87. Hal ini memperlihatkan kemampuan pemahaman konsep siswa yang belajar dengan model pembelajaran kooperatif tipe Snowball Throwing lebih baik daripada siswa yang belajar dengan model Numbered Head Together
Peningkatan Hasil Belajar Matematika Siswa Melalui Inquiry-Based Learning Berbantuan Flipped Classroom Berbasis Kemandirian Belajar Siswa UPT SPF SD Negeri 101807 Candirejo Khairunnisa, Rizkia; Hasratuddin; Ardi Dwi Susandi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Build
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.34642

Abstract

This study aims to improve students' mathematics learning outcomes through the application of an Inquiry-Based Learning model assisted by a Flipped Classroom based on student learning independence at UPT SPF SD Negeri 101807 Candirejo. The main problem in this study is the low mathematics learning outcomes caused by a lack of independent learning activities and teacher-centered learning. Through a combination of Inquiry-Based Learning and Flipped Classroom, it is hoped that students can be more active, independent, and have a better conceptual understanding. This study used a quantitative approach with a quasi-experimental method and a randomized pretest-post test control group design. The research subjects consisted of two classes, namely the experimental class that received treatment with the Inquiry-Based Learning model assisted by the Flipped Classroom and the control class that used conventional learning. Data were collected through mathematics achievement tests and learning independence questionnaires. The results showed that there was an increase in the mathematics achievement of students taught with Inquiry-Based Learning assisted by the flipped classroom compared to conventional learning with a sig value < 0.05, namely 0.000.
Co-Authors Ardi Dwi Susandi Hasratuddin Lisa Dwi Afri