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<![CDATA[Implementasi pembelajaran berdiferensiasi pelajaran matematika metode PBL (Problem Based Learning) dengan media worksheet ]]>
<![CDATA[Faizatun, Dwita]]>;
<![CDATA[Sasomo, Budi]]>
<![CDATA[ Jurnal Edumatic: Jurnal Pendidikan Matematika Vol 5 No 2 (2024): Jurnal Edumatic: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Program Studi Pendidikan matematika STKIP PGRI Pacitan STKIP PGRI Pacitan ]]>
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DOI: 10.21137/edumatic.v5i2.1254
<![CDATA[Differentiated learning in this research aims to increase interest and enthusiasm in learning mathematics with the help of worksheets. The use of differentiation learning strategies aims to provide activities that suit students' initial needs or abilities so that learning needs can be met. Mathematics is often considered difficult and confusing for students. In research regarding the implementation of PBL using worksheet media in Class VII Mathematics at SMPN 2 Bringin Ngawi, qualitative descriptive methods were used through observation, interviews with teachers, and documentation. Data analysis was carried out using a thematic approach developed by Huberman and Miles to understand how PBL was implemented and its impact on students' understanding and skills. The results of this research are that the implementation of Problem Based Learning (PBL) at SMPN 2 Bringin Ngawi increases students' active participation and collaboration abilities, supported by the use of technology, and increases their problem solving abilities and motivation.]]>
<![CDATA[EFEKTIFITAS MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY BERBASIS MEDIA VISUAL TIGA DIMENSI TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELASVIII SMP SYARIFATUL ‘ULUM WIDODAREN ]]>
<![CDATA[Nurwanti, Iin]]>;
<![CDATA[Mashuri, Anwas]]>;
<![CDATA[Sasomo, Budi]]>
<![CDATA[ Jurnal MathEducation Nusantara Vol 7, No 2 (2024): July 2024 ]]>
Publisher : <![CDATA[Universitas Muslim Nusantara Al Washliyah ]]>
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DOI: 10.32696/jmn.v7i2.377
<![CDATA[Penelitian ini bertujuan untuk mengetahui seberapa efektif model pembelajaran kooperatif tipe two stay two stray (TSTS) berbasis media visual tiga dimensi terhadap hasil belajar siswa dalam matematika. Jenis penelitian ini adalah penelitian eksperimen dengan pendekatan kuantitatif. Desain penelitian adalah Quasi Eksperimental dengan menggunakan model pembelajaran kooperatif tipe two stay two stray (TSTS) berbasis media visual tiga dimensi pada kelas eksperimen dan menggunakan model pembelajaran konvensional pada kelas kontrol. Populasi penelitian adalah seluruh siswa kelas VIII SMP Syarifatul ‘Ulum Widodaren semester genap T.A 2023/2024 yang berjumlah 73 siswa, sedangkan yang menjadi sampel untuk kelas eksperimen 16 siswa di kelas VIII PA 1 dan kelas kontrol 18 siswa di kelas VIII PA 2. Metode pengumpulan data menggunakan tes akhir (posttest). Teknik analisis data menggunakan uji prasyarat (uji normalitas dan uji homogenitas), uji hipotesis. Dengan menggunakan data analisis pada taraf signifikasi (a) = 0, 05 memberikan hasil hipotesis (Uji T) yaitu thitung = 3,002 dan t tabel = 2,036 dimana thitung≥ttabel sehingga H0 ditolak dan H1 diterima. Hal ini berarti penggunaan model pembelajaran matematika menggunakan model pembelajaran kooperatif tipe two stay two stray berbasis media visual tiga dimensi berpengaruh terhadap hasil belajar siswa kelas VIII SMP Syarifatul ‘Ulum Widodaren T.A 2023/2024.Kata kunci: Hasil Belajar, Model Pembelajaran, TSTS, Media Visual Tiga Dimensi.]]>
<![CDATA[Pengaruh Penerapan Model Kooperatif Tipe Teams Games Tournament Dengan Pendekatan Saintifik Terhadap Hasil Belajar Matematika Siswa Kelas VII MTs Fie Sabilil Muttaqien Tempurejo Desa Tempuran ]]>
<![CDATA[Dwi Nadia Putri]]>;
<![CDATA[Budi Sasomo]]>;
<![CDATA[Pratiwi Novitasari]]>
<![CDATA[ Mandub : Jurnal Politik, Sosial, Hukum dan Humaniora Vol. 2 No. 3 (2024): September : Jurnal Politik, Sosial, Hukum dan Humaniora ]]>
Publisher : <![CDATA[STAI YPIQ BAUBAU, SULAWESI TENGGARA ]]>
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DOI: 10.59059/mandub.v2i3.1422
<![CDATA[The learning model is very important and has many benefits in the teaching and learning process, with the help of the learning model educators can also motivate students to be actively involved in learning and totality so as to affect student learning outcomes. Through a cooperative learning model of the team games tournament type with a scientific approach, it is hoped that it will be able to improve student learning outcomes. This study aims to determine the effect of the application of the cooperative learning model of the team games tournament type with a scientific approach on the mathematics learning outcomes of grade VII MTs Fie Sabilil Muttaqien Tempurejo students for the 2023/2024 school year. The method in this study is a quantitative Quasi Experiment with a posttets only control group design research design. This study consists of independent variables and bound variables. The independent variable is the learning model used, namely a cooperative model of the team games tournament type with a scientific approach while the bound variable is the learning outcome. The subject of this study is grade VII students of MTs FSM Tempurejo with 23 students in the experimental class and 23 students in the control class. Data collection is carried out by means of a posttest given at the end of learning which is used to determine student learning outcomes. The results showed a significant difference with the value of t calculated = 2.134 and t table = 1.080 with a significance level of 0.05. The average score of students after being taught using a cooperative model of teamgames tournament type with a scientific approach was 80.04, while the average score of students with a direct learning model was 68.65. Thus, the application of a cooperative learning model of the team games tournament type with a scientific approach is more effective on the mathematics learning outcomes of grade VII MTs students Fie Sabilil Muttaqien Tempurejo for the 2023/2024 school year.]]>
<![CDATA[The Effectiveness of the Team Assisted Individualization (TAI) Cooperative Learning Model with a Contextual Approach to Student Problem Solving at SMPN 1 Bringin ]]>
<![CDATA[Binti Nur Cahyanti]]>;
<![CDATA[Budi Sasomo]]>;
<![CDATA[Arum Dwi Rahmawati]]>
<![CDATA[ ASIAN: Indonesian Journal of Learning Development and Innovation Vol. 2 No. 2 (2024): April-July ]]>
Publisher : <![CDATA[Institute of Educational, Research, and Community Service ]]>
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<![CDATA[This research was conducted at SMP Negeri 1 Bringin. This study aims to determine the effectiveness of the Team Assisted Individualization (TAI) cooperative learning model with a contextual approach to student problem solving. This research was conducted in class VIII, with a population of all classes VIII A to F. The sample of this study was class VIII D, as the experimental class and class VIII F as the control class. This study used a quasi-experimental quantitative research design, namely a posttest only control group design where researchers gave posttests to both the experimental and control classes, but only the experimental group received treatment. The method used in the problem-solving stages of this study is Polya's four stages. By using data analysis at a significance level (α) = 0.05, the hypothesis results were 2.885> 2.056 with the conclusion that in class VIII D or the experimental class Ho was rejected and Ha was accepted, then the Team Assisted Individualization (TAI) cooperative learning model with a contextual approach was able to improve student problem solving.]]>
<![CDATA[The Effectiveness of Inquiry Learning Method with Ethnomathematics Approach on Students' Mathematical Understanding Grade VII SMPN 1 Bringin ]]>
<![CDATA[Luki Rahmawati]]>;
<![CDATA[Arum Dwi Rahmawati]]>;
<![CDATA[Budi Sasomo]]>
<![CDATA[ ASIAN: Indonesian Journal of Learning Development and Innovation Vol. 2 No. 2 (2024): April-July ]]>
Publisher : <![CDATA[Institute of Educational, Research, and Community Service ]]>
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<![CDATA[This research aims to determine the effectiveness of the inquiry learning method with an ethnomathematics approach on the mathematical understanding of class VII students at SMPN 1 Bringin for the 2023/2024 academic year. The method used in this research is a quantitative method with a quasi-experimental research design. With research subjects from class VII, 56 students were taken from the experimental class and 56 students from the control class. Data collection was carried out by means of a post-test carried out at the end of the lesson which was used to determine students' mathematical understanding. In analyzing the data, this research uses statistical data analysis with a formula (t test). The research results show a significant difference with a calculated t value = 2.199 and t table = 2.056 with a significance level of 0.05. The average score of students after being taught using the inquiry learning method with an ethnomathematics approach was 93,50, while the average score of students using the direct learning model was 87,93. Thus, the use of the inquiry learning method with an ethnomathematics approach is effective in the mathematical understanding of class VII students at SMPN 1 Bringin for the 2024/2025 academic year.]]>
<![CDATA[The Effectiveness of the Discovery Learning Model with a Scientific Approach to the Learning Outcomes of Mathematics Students of Class VII of Al-Azhar Paron Middle School ]]>
<![CDATA[Inayatul Husniyah]]>;
<![CDATA[Arum Dwi Rahmawati]]>;
<![CDATA[Budi Sasomo]]>
<![CDATA[ ASIAN: Indonesian Journal of Learning Development and Innovation Vol. 2 No. 2 (2024): April-July ]]>
Publisher : <![CDATA[Institute of Educational, Research, and Community Service ]]>
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<![CDATA[This research was conducted at Al-Azhar Paron Middle School with the aim of finding out whether the discovery learning model with a scientific approach was more effective than conventional learning models on the mathematics learning outcomes of class VII students at Al-Azhar Paron Middle School. The research used is Quasi Experimental research with a Nonequivalent Control Group Design which consists of two research groups, namely an experimental class with a Discovery Learning learning model with a scientific approach and a control class with a conventional learning model. The population in this study were class VII students at Al-Azhar Paron Ngawi Middle School. The research sample was taken using a saturated sampling technique (sample determination when all members of the population are used as samples). The prerequisite test carried out was a normality test using the Lilliefors method and a homogeneity test was carried out to see the similarity of the variants in the two groups. Data were analyzed univariately with a significance level of 5% (0.05) for hypothesis testing using the t-test. The results of the research show that the learning outcomes of students who use the discovery learning model with a scientific approach compared to the conventional learning model are more effectively applied in class VII of Al-Azhar Middle School. The results of calculations using the t test obtained t_count = 2.892 while t_(table )= 2.042, which shows that t_count > t_table at a significance level of 5% (0.05), meaning that H_0 is rejected, giving us confidence that the research hypothesis is accepted. These results can then be interpreted to mean that the application of the discovery learning model with a scientific approach is more effective than the conventional learning model on mathematics learning outcomes in class VII Al-Azhar Paron Middle School.]]>
<![CDATA[The Effectiveness of the STEM-Based Project Based Learning (PjBL) Learning Model on the Critical Thinking Skills of SPLDV Material of Al-Azhar Paron Middle School Students ]]>
<![CDATA[Farida Nadzirul Ummah]]>;
<![CDATA[Budi Sasomo]]>;
<![CDATA[Arum Dwi Rahmawati]]>
<![CDATA[ ASIAN: Indonesian Journal of Learning Development and Innovation Vol. 2 No. 2 (2024): April-July ]]>
Publisher : <![CDATA[Institute of Educational, Research, and Community Service ]]>
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<![CDATA[This study aims to find out whether the STEM-based PjBL learning model is effective on the critical thinking ability of SPLDV material of Al-Azhar Paron Junior High School students. The research used is a quantitative research with a Quasi Experimental design. The population in this study is grade VIII students of Al-Azhar Paron Junior High School. The research sample is the entire population with the number of class VIII A 25 students and class VIII B 21 students. The prerequisite test carried out was a normality test using the Lilliefors formula and a variant homognance test was carried out to see the similarity of variants in both groups. Hypothesis testing is carried out using the unpaired T test. The results of the study showed that the average calculation of the post test results of the experimental class that applied the STEM-based PjBL learning model was higher than that of the control class that applied the conventional learning model. If you look at the results of the unpaired t-test, it shows that the t-count (3.601) is greater than the t-table (2.015) at a significance level of 5%, meaning that the null hypothesis is rejected so that it gives us confidence that the research hypothesis is accepted. These results can then be interpreted that the application of the STEM-based PjBL learning model is effective on the critical thinking skills of SPLDV material of Al-Azhar Paron Junior High School students]]>
<![CDATA[Eksperimentasi Model Pembelajaran Kooperatif Think Pair Share (TPS) Dengan Pendekatan Realistic Mathematics Education (RME) Terhadap Hasil Belajar Matematika Siswa Kelas VII Mts N 4 Bojonegoro ]]>
<![CDATA[Iin Sevya]]>;
<![CDATA[Budi Sasomo]]>;
<![CDATA[Amiratih Siti Aisyah]]>
<![CDATA[ Algoritma : Jurnal Matematika, Ilmu pengetahuan Alam, Kebumian dan Angkasa Vol. 2 No. 4 (2024): Juli : Algoritma : Jurnal Matematika, Ilmu pengetahuan Alam, Kebumian dan Angka ]]>
Publisher : <![CDATA[Asosiasi Riset Ilmu Matematika dan Sains Indonesia ]]>
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DOI: 10.62383/algoritma.v2i4.104
<![CDATA[This study seeks to identify learning models that affect students' mathematics learning outcomes. Students at MTs N 4 Bojonegoro have poor or low learning outcomes, especially in Line and Corner material, because the indicators of the learning process at the school have not been optimal. One of the learning models that can be used is the Think Pair Share (TPS) Cooperative Learning model with the Realistic Mathematics Education (RME) Approach. This quantitative experimental research uses Postest only Control Design, with three samples selected using Cluster Random Sampling, two classes as the experimental class and one class as the control class, and using one class, namely class VII E as the test class. The samples have been distributed normally and homogeneously. Data analysis uses anava and post-anava tests. Think Pair Share (TPS) with the Realistic Mathematics Education (RME) Approach produced an average of 76.67, while TPS alone produced an average of 70.81 and the conventional learning model produced an average of 62.42. Students who are taught using the Think Pair Share (TPS) model with the Realistic Mathematics Education (RME) Approach obtained a better average and outperformed students who were taught using the TPS model alone or conventional, as the calculation of this study obtained Fcal > Ftabel with a value of Fα = 10.09 and a value of Ftabel = 3.1.]]>
<![CDATA[Pengembangan E-Modul Berbasis Reciprocal Teaching untuk Meningkatkan Kemampuan Berpikir Kritis Peserta Didik pada Matriks ]]>
<![CDATA[Siti Nor Kholifah]]>;
<![CDATA[Budi Sasomo]]>;
<![CDATA[Anwas Mashuri]]>
<![CDATA[ JURNAL JENDELA MATEMATIKA Vol. 2 No. 01 (2024): Jurnal Jendela Matematika: Edisi Januari 2024 ]]>
Publisher : <![CDATA[CV. Jendela Edukasi Indonesia ]]>
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DOI: 10.57008/jjm.v2i01.577
<![CDATA[Pendidikan sangat bergantung pada bahan ajar. Hal ini juga harus didukung dengan penerapan jenis pembelajaran. Upaya tersebut dapat menjadi modal peserta didik untuk meningkatkan kemampuan berpikir kritis. Berdasarkan uraian tersebut, penelitian ini memiliki tujuan untuk mengetahui mekanisme pengembangan e-modul berbasis reciprocal teaching dan mengetahui peningkatan kemampuan berpikir kritis. Metode penelitian menggunakan pengembangan dengan model 4-D. Subjek penelitian ini adalah peserta didik kelas XI MIPA 1 MA Kartayuda. Hasil penelitian diperoleh dari validasi dan uji coba lapangan. Masing-masing angket terdapat dua validator. Penilaian e-modul oleh ahli materi diperoleh skor sebesar 88,89%, penilaian oleh ahli desain bahan ajar sebesar 85%, penilaian oleh ahli bahasa sebesar 90%, penilaian oleh peserta didik sebesar 85%. Skor keempat validasi menunjukkan e-modul memiliki kategori sangat layak. Hasil uji coba lapangan kepada peserta didik memperoleh skor 81,023% dengan kategori tinggi. Berlandaskan hasil validasi dan uji coba membuktikan bahwa e-modul layak digunakan dan dapat meningkatkan kemampuan berpikir kritis.]]>
<![CDATA[Analisis Kemampuan Berpikir Kritis Dalam Menyelesaikan Masalah Matematika Ditinjau Dari Gaya Belajar Siswa ]]>
<![CDATA[Anwas Mashuri]]>;
<![CDATA[Budi Sasomo]]>;
<![CDATA[Mega Septia Dwi Lestari]]>
<![CDATA[ JURNAL JENDELA MATEMATIKA Vol. 2 No. 01 (2024): Jurnal Jendela Matematika: Edisi Januari 2024 ]]>
Publisher : <![CDATA[CV. Jendela Edukasi Indonesia ]]>
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DOI: 10.57008/jjm.v2i01.580
<![CDATA[Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kritis dalam memecahkan masalah matematika siswa ditinjau dari gaya belajar visual, gaya belajar auditorial, gaya belajar kinestetik. Penentuan subjek penelitian menggunakan angket gaya belajar yang diberikan kepada 27 siswa kelas VII B kemudian dipilih 2 dalam setiap gaya belajar. Subjek dalam penelitian ini adalah 6 orang siswa yang diambil dari kelas VII B, yaitu 2 siswa gaya belajar visual, 2 siswa gaya belajar auditorial, dan 2 siswa gaya belajar kinestetik. Dalam penelitian ini menggunakan 5 tahapan berpikir kritis. Hasil penelitian ini subjek dengan gaya belajar visual, untuk subjek 1 mampu dalam dalam 5 tahapan berpikir kritis pada soal 1 dan 2, namun subjek 2 tidak mampu dalam menuliskan kesimpulan pada soal 1 dan 2. Subjek dengan gaya belajar auditorial, untuk subjek 1 mampu dalam 5 tahapan berpikir kritis pada soal 1 dan 2, namun subjek 2 tidak mampu dalam mengidentifikasi masalah yang relevan pada soal 1 dan mampu dengan 5 tahapan berpikir kritis pada soal 2. Subjek dengan gaya belajar kinestetik yaitu subjek 1 dan 2 mampu dengan 5 tahapan berpikir kritis pada soal 1 dan 2.]]>
