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<![CDATA[Penerapan Media Pembelajaran Powerpoint Dalam Meningkatkan Hasil Belajar Matematika di SMK Negeri 1 Aek Nabara Barumun ]]>
<![CDATA[Nurhayati Pulungan]]>;
<![CDATA[Nurdalilah]]>;
<![CDATA[Susi Sulastri Lubis]]>;
<![CDATA[Mohd. Arifin]]>
<![CDATA[ JURNAL CERMATIKA Vol. 3 No. 2 (2023): Jurnal Cermatika Vol 3 No 2 Oktober 2023 ]]>
Publisher : <![CDATA[Program Studi Matematika Universitas Graha Nusantara Padangsidimpuan ]]>
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DOI: 10.64168/cermatika.v3i2.1345
<![CDATA[The research method used was classroom action research using two cycles carried out in the first semester with SPLDV material. The sample in this research was 36 students in class X Office Automation and Management at SMK Negeri 1 Aek Nabara. The class used as a sample is class X Office Automation and Management at SMK Negeri 1 Aek Nabara which will use Power Point media in learning. The results of the research show that the ability of students' learning outcomes in learning Mathematics through the PowerPoint media learning model for class , then increased to 88.55 in the "Good" category in cycle II. The results obtained in cycle II showed that the expected categories had been fulfilled, namely with an average score of 75 and classical completion of 75% of students getting a minimum score of Good.]]>
<![CDATA[Pengaruh Demonstrasi Alat Peraga Terhadap Pemahaman Konsep Matematika Pada Pokok Bahasan Bangun Ruang ]]>
<![CDATA[Habibah Rahmah Siregar]]>;
<![CDATA[Mohd. Arifin]]>;
<![CDATA[Nurdalilah]]>
<![CDATA[ JURNAL CERMATIKA Vol. 3 No. 1 (2023): Jurnal Cermatika Vol 3 No 1 April 2023 ]]>
Publisher : <![CDATA[Program Studi Matematika Universitas Graha Nusantara Padangsidimpuan ]]>
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DOI: 10.64168/cermatika.v3i1.1426
<![CDATA[Penelitian ini merupakan penelitian kuantitatif dengan metode eksperimen. Populasi penelitian ini adalah keseluruhan siswa kelas MTs. Muhammadiyah 22 Padangsidimpuan yang terdiri dari 3 kelas sebanyak 76 siswa, dua kelas ini akan digunakan sebagai sampel penelitian. Kelas kontrol sebanyak 25 siswa dan kelas eksperimen 25 siswa. Instrumen yang digunakan sebagai pengumpul data adalah tes yang diberikan sebanyak dua kali, yaitu pretest dan postest. Sedangkan untuk pengolahan data dan analisis data dilakukan dengan menggunakan rumus uji-t. Berdasarkan uji normalitas dan homogenitas kedua kelas berdistribusi normal dan homogen. Pengujian uji-t diperoleh hasil uji hipotesis yang menunjukkan . Maka dapat diambil kesimpulan Ho ditolak dan Ha diterima, berarti ada pengaruh yang signifikan antara demonstrasi alat peraga terhadap pemahaman konsep matematika siswa pada materi bangun ruang sisi lengkung di kelas IX MTs. Muhammadiya 22 Padangsidimpuan.]]>
<![CDATA[ANALISIS KEMAMPUAN BERPIKIR KRITIS DALAM MENYELESAIKAN MASALAH MATEMATIKA DITINJAU DARI PENGETAHUAN AWAL SISWA DI KELAS VII SMP NEGERI 9 PADANGSIDIMPUAN ]]>
<![CDATA[Arniwidia Ningsih Harahap]]>;
<![CDATA[Nurdalilah]]>;
<![CDATA[Susi Sulastri Lubis]]>
<![CDATA[ JURNAL CERMATIKA Vol. 4 No. 1 (2024): Jurnal Cermatika Vol 4 No 1 April 2024 ]]>
Publisher : <![CDATA[Program Studi Matematika Universitas Graha Nusantara Padangsidimpuan ]]>
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DOI: 10.64168/cermatika.v4i1.1430
<![CDATA[Penelitian ini bertujuan untuk menganalisis kemampuan berpikir kritis siswa dalam menyelesaikan masalah matematika ditinjau dari kemampuan awal siswa kelas VII3 SMPN 9 Padangsidimpuan. Jenis penelitian ini dalah penelitian deskriptif kualitatif. Prosedur penelitian ini meliputi persiapan, pelaksanaan dan penyelesaian. Subjek dalam penelitian ini adalah siswa kelas VII3 SMPN 9 Padangsidimpuan sebanyak 3 orang siswa. Teknik penentuan subjek yaitu dengan memberikan tes kepada seluruh siswa kelas VII3 untuk menentukan subjek yaitu siswa yang berkemampuan tinggi, sedang dan rendah. Penentuan subjek berdasarkan pertimbangan guru mata pelajaran dan skor hasil tes. Penelitian ini mengacu pada empat aspek indikator berpikir kritis yaitu: menginterpretasi, menganalisis, mengevaluasi, dan menginferensi. Instrumen dalam penelitian ini adalah tes berpikir kritis dan pedoman wawancara. Hasil penelitian ini menunjukkan bahwa terdapat perbedaan berpikir kritis siswa yang berkemampuan tinggi, siswa yang berkemampuan sedang, dan siswa yang berkemampuan rendah. Hasil penelitian ini dapat disimpulkan disimpulkan bahwa subjek dengan kemampuan awal tinggi memenuhi keempat indikator berpikir kritis yaitu: interpretasi, analisis, evaluasi, dan inferensi. Subjek dengan kemampuan awal sedang memenuhi dua indikator berpikir kritis yaitu: interpretasi dan evaluasi. Dan subjek dengan kemampuan awal rendah tidak memenuhi indikator berpikir kritis.]]>
<![CDATA[Pengaruh Gamifikasi Pembelajaran Matematika Terhadap Hasil Belajar Peserta Didik Kelas VII SMP Negeri 5 Padangsidimpuan ]]>
<![CDATA[Mona Chairani]]>;
<![CDATA[Adek Nilasari Harahap]]>;
<![CDATA[Nurdalilah]]>
<![CDATA[ JURNAL CERMATIKA Vol. 5 No. 1 (2025): Jurnal Cermatika Vol 5 No 1 April 2025 ]]>
Publisher : <![CDATA[Program Studi Matematika Universitas Graha Nusantara Padangsidimpuan ]]>
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DOI: 10.64168/cermatika.v5i1.1586
<![CDATA[This study aims to determine the effect of gamification in mathematics learning on the academic achievement of seventh-grade students at SMP Negeri 5 Padangsidimpuan. The research employed a quasi-experimental method with a non-equivalent control group design. The sample consisted of two classes: an experimental group that received gamified instruction and a control group that was taught using conventional methods. Data were collected through learning outcome tests, and the analysis was conducted using parametric statistics, specifically the independent samples t-test. The analysis revealed that the average learning outcome in the experimental group was 83.6, which was higher than that of the control group, which had an average score of 76.2. The prerequisite tests indicated that the data were normally distributed and homogeneous. The t-test produced a significance value of p = 0.003 < 0.05, indicating a statistically significant difference between the two groups. The conclusion of this study is that gamified learning has a positive impact on students' mathematics achievement. Gamification enhances student engagement, motivation, and conceptual understanding. Therefore, this strategy is recommended as an innovative approach to mathematics instruction at the junior high school level.]]>
<![CDATA[Upaya Meningkatkan Hasil Belajar Siswa Pada Materi Himpunan Dengan Model Pembelajaran Reciprocal Teaching ]]>
<![CDATA[eka suryani Rindani]]>;
<![CDATA[adek nila sari harahap]]>;
<![CDATA[Nurdalilah]]>
<![CDATA[ JURNAL CERMATIKA Vol. 3 No. 1 (2023): Jurnal Cermatika Vol 3 No 1 April 2023 ]]>
Publisher : <![CDATA[Program Studi Matematika Universitas Graha Nusantara Padangsidimpuan ]]>
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DOI: 10.64168/cermatika.v4i1.1643
<![CDATA[This research is classroom action research (PTK). The learning tools used in this research are the Learning Implementation Plan (RPP), Student Activity Sheet (LAS), test instruments, student activity observation sheets and teacher ability observation sheets to manage learning. The results of the research showed that by applying the Reciprocal Teaching learning model in cycle I, the percentage of completeness in the minimum "sufficient" category was 73.08% and in cycle II it was 84.62%. There was an increase from cycle I to cycle II of 11.54%. With achievement indicators ≥ 80% have been achieved. Then, for the results of observations of student activities in cycle I, it was found that the level of student activity was 71.05% "fair" in cycle II 80.69% "good". The increase that occurred from cycle I to cycle II was 9.64%, the achievement indicator was ≥ 80%. Meanwhile, the results of observations of the teacher's ability to manage learning in cycle I and cycle II were obtained in the "good" category.]]>
<![CDATA[Pengaruh Strategi Konflik Kognitif Terhadap Kemampuan Representasi Matematis Siswa Kelas X SMK Negeri 1 Siabu ]]>
<![CDATA[Ade Rizky Nasution]]>;
<![CDATA[Nova Christina Dewi]]>;
<![CDATA[Nurdalilah]]>
<![CDATA[ JURNAL CERMATIKA Vol. 5 No. 2 (2025): Jurnal Cermatika Vol 5 No 2 Oktober 2025 ]]>
Publisher : <![CDATA[Program Studi Matematika Universitas Graha Nusantara Padangsidimpuan ]]>
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DOI: 10.64168/cermatika.v5i2.1665
<![CDATA[This study aims to examine the effect of cognitive conflict strategies on the mathematical representation ability of tenth-grade students at SMK Negeri 1 Siabu. The cognitive conflict strategy is believed to stimulate students’ active engagement through the stages of presenting conflict, creating conflict through demonstrations, and resolving it through discussion and reflection. The research employed a quasi-experimental method with a posttest-only control group design. The instruments used were a mathematical representation test and a student response questionnaire. The results showed a significant difference in mathematical representation ability between students who were taught using the cognitive conflict strategy and those who learned through conventional models. Thus, the cognitive conflict strategy is effective in improving students’ mathematical representation ability.]]>
<![CDATA[Penerapan Collaborative Learning Berbasis Ethnomatika Pola Bagas Godang Tapsel Untuk Meningkatkan Kemampuan Kreativitas Siswa Kelas VII-I ]]>
<![CDATA[Fitria Jelita]]>;
<![CDATA[Nurdalilah]]>;
<![CDATA[Adek Nila Sari Harahap]]>;
<![CDATA[Susi Silastri Lubis]]>
<![CDATA[ JURNAL CERMATIKA Vol. 5 No. 2 (2025): Jurnal Cermatika Vol 5 No 2 Oktober 2025 ]]>
Publisher : <![CDATA[Program Studi Matematika Universitas Graha Nusantara Padangsidimpuan ]]>
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DOI: 10.64168/cermatika.v5i2.1669
<![CDATA[The research method used was Classroom Action Research (CAR) conducted in two cycles during the second semester with the topic Quadrilaterals, applying the Collaborative Learning model based on Ethnomathematics of the Bagas Godang Pattern of South Tapanuli. This study aimed to determine: (1) the improvement of students’ creativity, (2) the enhancement of students’ learning activity, and (3) the improvement of teachers’ ability in applying the model. The research subjects were Grade VII-1 students of SMP Negeri 5 Padangsidimpuan in the 2024/2025 academic year. The results showed an increase in students’ creativity from 70% (“Fair” category) in cycle I to 86.67% (“Good” category) in cycle II. Students’ learning activity also improved from 67.42% (“Fair”) to 83.91% (“Good”). Teachers’ performance in implementing the model increased from 3.50 to 3.68 (“Good” category). These findings prove the effectiveness of the model in improving the quality of mathematics learning.]]>
<![CDATA[Penerapan Model Pembelajaran Tipe JIGSAW Untuk Meningkatkan Hasil Belajar Matematika Siswa Pada Materi Polinomial Di Kelas XI-MIA 1 SMA N 1 Angkola Timur ]]>
<![CDATA[Zalmi Nauli Harahap]]>;
<![CDATA[Nurdalilah]]>;
<![CDATA[Nova Christina Dewi]]>
<![CDATA[ JURNAL CERMATIKA Vol. 5 No. 2 (2025): Jurnal Cermatika Vol 5 No 2 Oktober 2025 ]]>
Publisher : <![CDATA[Program Studi Matematika Universitas Graha Nusantara Padangsidimpuan ]]>
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DOI: 10.64168/cermatika.v5i2.1670
<![CDATA[This study aims to determine the effectiveness of the Jigsaw cooperative learning model in improving students' mathematics learning outcomes on polynomial material in class XI MIA 1 at SMA Negeri 1 Angkola Timur. The background of this study is the low learning outcomes of students, as indicated by average scores that have not reached the Minimum Passing Criteria (KKM). This research used the Classroom Action Research (CAR) method, which was carried out in two cycles, each consisting of the planning, implementation, observation, and reflection stages. The research subjects were 23 students with instruments in the form of learning outcome tests and student activity observation sheets. The results showed an increase in both the mastery of learning outcomes and student activity. In cycle I, the percentage of student learning mastery was only 57%, then increased in cycle II to 82.61%. Student learning activities also increased from 65.70% in cycle I to 85.53% in cycle II. Thus, it can be concluded that the application of the Jigsaw learning model is effective in improving student mathematics learning outcomes.]]>
<![CDATA[Penerapan Model Pembelajaran Think Pair Share (TPS) Untuk Meningkatkan Hasil Belajar Matematika ]]>
<![CDATA[Lubis, Susi Sulastri]]>;
<![CDATA[Nurdalilah]]>;
<![CDATA[Rian Rinaldi]]>
<![CDATA[ Journal Education Innovation (JEI) Vol. 2 No. 1 (2024): Januari 2024 ]]>
Publisher : <![CDATA[Yayasan Perguruan Kampus ]]>
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DOI: 10.65474/0h22rp19
<![CDATA[This research aims to determine the direct effect of implementing "The Influence of the Think Pair Share (TPS) Learning Model on Student Mathematics Learning Outcomes on the Subject of Lines and Series at SMA Negeri 2 Siabu". The research method used is classroom action research using two cycles carried out in the first semester with Number Pattern Material. The population in this study was 59 students in class The class used as a sample is class XI MIPA-2 SMA at SMA Negeri 2 Siabu which will use the Think Pair Share (TPS) Learning Model in learning. The results obtained from this research are that the ability of students' learning outcomes in learning Mathematics through the Think Pair Share (TPS) learning model for class Fair” in cycle I, then increased to 88.55 in the “Good” category in cycle II. The results obtained in cycle II showed that the expected categories had been fulfilled, namely with an average score of 75 and classical completion of 75% of students getting a minimum score of Good]]>
<![CDATA[Meningkatkan Keterampilan Guru dalam Pengelolaan Kelas Konstruktivis ]]>
<![CDATA[Harputra, Yuswin]]>;
<![CDATA[Tambunan, Elissa Evawani]]>;
<![CDATA[Harahap, Nursaima]]>;
<![CDATA[Harahap, Adek Nilasari]]>;
<![CDATA[Nurdalilah]]>
<![CDATA[ Jurnal Pengabdian kepada Masyarakat Radisi Vol 4 No 2 (2024): Agustus ]]>
Publisher : <![CDATA[Yayasan Kajian Riset dan Pengembangan RADISI ]]>
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DOI: 10.55266/pkmradisi.v4i2.419
<![CDATA[Program PKM ini bertujuan untuk meningkatkan keterampilan guru dalam pengelolaan kelas konstruktivis melalui program pendampingan yang meliputi workshop dan pelatihan. Fokus dari program ini adalah pada penerapan prinsip-prinsip konstruktivisme dalam pengajaran, penggunaan teknologi, dan pemberian umpan balik konstruktif. Program ini dilaksanakan di SMP Negeri 3 Padangsidimpuan dan melibatkan guru dari berbagai jenjang pendidikan. Hasil evaluasi menunjukkan bahwa sebagian besar guru merasa materi workshop relevan (92%) dan mengalami peningkatan pemahaman tentang konstruktivisme (88%) serta keterampilan pengajaran (85%). Peningkatan motivasi untuk menerapkan konstruktivisme tercatat sebesar 90%, sementara kesiapan menggunakan teknologi mencapai 87%. Penggunaan teknik konstruktivis di kelas juga meningkat secara signifikan, dengan penggunaan teknik eksplorasi naik dari 30% menjadi 75%, penggunaan proyek berbasis masalah dari 25% menjadi 70%, penggunaan teknologi dari 35% menjadi 80%, dan pemberian umpan balik konstruktif dari 40% menjadi 85%. Umpan balik dari guru menunjukkan manfaat signifikan dari program pendampingan, dengan saran untuk perbaikan mencakup penyediaan lebih banyak sumber daya dan dukungan tambahan. Program ini berhasil memberikan dampak positif dalam meningkatkan keterampilan pengajaran dan motivasi guru dalam menerapkan pendekatan konstruktivis.]]>
