Article Per Year (5 Year)
p-Index From 2021 - 2026
1.048
P-Index
This Author published in this journals
All Journal Protobiont: Jurnal Elektronik Biologi DIFERENSIAL: JURNAL PENDIDIKAN MATEMATIKA Sublim: Jurnal Pendidikan JCSE: Journal of Community Service and Empowerment
Sumi, Sumi
Unknown Affiliation
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Economics, Econometrics & Finance Education Immunology & microbiology Mathematics Social Sciences Other

Published : 7 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search
Journal : Sublim: Jurnal Pendidikan

 1 
Description of Student Errors in Solving the Volume Of Cube and Beam For Class IX SMP Negeri 2 Mattiro Bulu, Pinrang Regency Anugrah, Dian; Nurdin, Nurdin; Sumi, Sumi
Sublim: Jurnal Pendidikan Vol 2 No 1 (2023): The 3rd International Conference on Innovation in Science, Engineering, and Educa
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/sublim.v2i1.5987

Abstract

This research includes qualitative research. This study aims to find out how to analyze the types of errors and the factors that cause errors in class IX.1 students of SMP Negeri 2 Mattiro Bulu, Pinrang Regency on the volume of cubes and blocks. This type of error analysis assessment consists of a test sheet and an interview guide sheet. The analysis of the types of errors produced in the study is indicated to be able to meet the indicators of the types of errors. The trial respondents in this study were students of class IX.1 of SMP Negeri 2 Mattiro Bulu, Pinrang Regency, as many as 24 students. Analysis of the types of errors in this study uses 3 (three) types of errors, namely: (1) reading error, (2) transformation error, and (3) encoding error . The factors that cause student errors in solving the volume problems of cubes and blocks are: (1) less thorough in answering questions, (2) forgetting formulas, and (3) making mistakes in operating.
Implementation of the Chalk and Talk Strategy to Improve Mathematics Learning Outcomes for Students in Class VII.2 SMP Muhammadiyah Parepare Sumi, Sumi; Nurdin, Nurdin; Anugrah, Dian
Sublim: Jurnal Pendidikan Vol 2 No 1 (2023): The 3rd International Conference on Innovation in Science, Engineering, and Educa
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/sublim.v2i1.5988

Abstract

This study aims to find out that mathematics learning outcomes can be improved through the Chalk and Talk learning strategy in class VII.2 students of SMP Muhammadiyah Parepare. This type of research is classroom action research whose implementation includes: planning (plaining), implementing actions, observing or observing, and reflecting. The subjects of this study were students of class VII.2 even semester of SMP Muhammadiyah Parepare in the academic year 2014/2015 with a total of 26 students, consisting of 14 male students and 12 female students. This research was carried out in two cycles, each meeting three times the learning process and one meeting a learning outcome test was conducted. The data collection technique used in this research is data about students' mathematics learning outcomes obtained using the test technique given at the end of each cycle, while data about student activities and teacher activities are taken using observation sheets when the learning process takes place in the classroom. class.Based on the results of research and discussion during two cycles, it can be concluded that the mathematics learning outcomes of students in class VII.2 SMP Muhammadiyah Parepare have increased from cycle I to cycle II after the implementation of the Chalk and Talk learning strategy . It is characterized by: (a) increasing the average mathematics learning outcomes for students in the first cycle is 42.88 % to 83.88 % in the second cycle. (b) increasing the percentage of students ' mathematics learning completeness , which is 26.9 % in cycle I to 92.3 % in cycle II or classically completed . (c) an increase in the average activity of students in participating in learning in cycle II. And (d) the increase in the average ability of teachers in managing learning from cycle I to cycle II.
Co-Authors Agusriandi, Agusriandi Anugrah, Dian Asmawati Asmawati Elvi Rusmiyanto Pancaning Wardoyo, Suci Lestari, Mukarlina, Erwin Erwin Ismail, Taupik Nurdin Nurdin Nurhati, Tri Pujirahayu, Rahminingrum Rahmawati, Rahmawati