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<![CDATA[UPAYA PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA MTS MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE STAD ]]>
<![CDATA[Fatimah, Ade Evi]]>
<![CDATA[ Journal of Didactic Mathematics Vol 1, No 1 (2020): April ]]>
Publisher : <![CDATA[Mahesa Research Center ]]>
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DOI: 10.34007/jdm.v1i1.156
<![CDATA[The purpose of this study is to improve the mathematical problem-solving ability of students in class VII-1 MTs Islamiyah Medan through the STAD type cooperative learning model. This research is a Class Action Research (CAR). The subjects of this study were 40 students of grade VII-1 MTs Islamiyah Medan. The object in this study is to improve students' mathematical problem-solving abilities through the STAD Type Cooperative learning model on the subject of rectangular flat shapes. This research instrument uses tests of mathematical problem-solving abilities, observation, and interviews. Based on the preliminary results of the interviews conducted with the mathematics teacher, it was obtained that the mathematical problem-solving ability of students in class VII-1 MTs Islamiyah Medan was still not optimal. From the data obtained only 17.5% of students met the mathematical problem-solving ability criteria. This research was conducted in two cycles by providing treatment using STAD learning. Based on the results of data analysis students' mathematical problem-solving abilities in the first cycle obtained that 70% of students meet the criteria. But because it has not reached 85% completeness then continued with the second cycle. In the second cycle, 90% of students who met the criteria of mathematical problem-solving ability were obtained. The conclusion of this study is an increase in students' mathematical problem-solving abilities from cycle I to cycle II.]]>
<![CDATA[Meningkatkan resiliensi matematis mahasiswa pada mata kuliah matematika dasar melalui pendekatan differentiated instruction ]]>
<![CDATA[Fatimah, Ade Evi]]>;
<![CDATA[Purba, Azrina]]>
<![CDATA[ Journal of Didactic Mathematics Vol 2, No 1 (2021): April ]]>
Publisher : <![CDATA[Mahesa Research Center ]]>
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DOI: 10.34007/jdm.v2i1.617
<![CDATA[This study is a Classroom Action Research with a qualitative descriptive method, which aims to increase students' mathematical resilience when using the Different Instruction approach. The subjects of this study were 40 first-semester students of class B of Informatics Engineering and Computer Education STKIP Al Maksum Langkat. The object of this research is the students' mathematical resilience ability through the Different Instruction approach in the basic mathematics subject matter of functions. This research procedure refers to four stages, namely planning, acting, observing, and reflecting. This research was conducted in two cycles, the research was based on the criteria that reached 85% for students who produced a minimum result of 65%. The instrument used in this study was a non-test question in the form of a mathematical resilience scale given at the beginning and end of the lesson. Based on the results of the study, it can be ignored that the Instruction Differentiation approach can improve the mathematical resilience of the first semester B grade students of the PTIK study program, by grouping students based on learning styles more effective in increasing students' mathematical resilience in applying the Instruction Differentiation approach.]]>
<![CDATA[Analisis Kebutuhan dalam Pengembangan Modul Matematika Dasar Berorientasi HOTS untuk Meningkatkan Resiliensi Matematis ]]>
<![CDATA[Ade Evi Fatimah]]>;
<![CDATA[Husna Lubis]]>
<![CDATA[ Jurnal Pendidikan Matematika Raflesia Vol 6, No 3 (2021) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jpmr.v6i3.18221
<![CDATA[Penelitian ini bertujuan untuk menganalisis dan mendeskripsikan analisis kebutuhan dalam mengembangkan modul matematika dasar berorientasi HOTS untuk meningkatkan kemampuan resilensi matematis mahasiswa. Penelitian ini adalah bagian dari tahapan penelitian dan pengembangan. Yang menjadi subjek pada penelitian adalah mahasiswa semester satu program studi Pendidikan Teknik Informatika dan Komputer STKIP Al Maksum Langkat. Instrumen yang digunakan berupa lembar observasi dan wawancara tidak terstruktur. Analisis data dilakukan secara deskriptif guna mendeskripsikan hal-hal yang ditemukan dalam analisis kebutuhan dan persiapan penyusunan modul matematika dasar. Berdasarkan temuan penelitian diperoleh bahwa mahasiswa program studi Pendidikan Teknik Informatika dan Komputer STKIP Al Maksum Langkat berasal dari latar belakang sekolah dan juga kemampuan awal yang beragam serta dibutuhkan modul yang dapat memfasilitasi berbagai kemampuan awal tersebut serta dapat mengoptimalkan perkuliahan secara efektif guna mencapai tujuan dan capaian mata kuliah matematika dasar. Disamping itu ketahanan matematika (kemampuan resiliensi matematis) mahasiswa masih tergolong rendah sehingga perlu dilakukan pengembangan modul matematika dasar yang berorientasi pada HOTS untuk menumbuhkan dan meningkatkan kemampuan resiliensi matematis mahasiswa.]]>
<![CDATA[KEMAMPUAN PENALARAN MATEMATIS SISWA KELAS VIII MTs ISLAMIYAH MEDAN MELALUI PENDEKATAN OPEN-ENDED ]]>
<![CDATA[Ade Evi Fatimah]]>
<![CDATA[ MES: Journal of Mathematics Education and Science Vol 4, No 2 (2019) ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara ]]>
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DOI: 10.30743/mes.v4i2.1795
<![CDATA[Abstract. This research is a Classroom Action Research which aims to improve the mathematical reasoning ability of students of class VIII Mts Islamiyah Medan through the Open-Ended approach. The subjects in this study were all students of class VIII-1 MTs Islamiyah Medan, totaling 24 students. This research was conducted in 2 cycles, namely cycle I and II, each of which consisted of two meetings. The instruments used in this study were observation guidelines for implementing learning with the Open-Ended approach, cycle tests to measure students' mathematical reasoning abilities towards learning mathematics with the Open-Ended approach, interview guidelines and documentation. Data from observations, tests, and questionnaires were analyzed quantitatively which was strengthened by the results of interviews and descriptive qualitative documentation. The results showed that the mathematical reasoning ability of students in class VIII-1 MTs Islamiyah Medan increased from cycle I to cycle II after learning was carried out with the Open-Ended approach. This is shown by as many as 20 students or 83.3% experienced an increase in mathematical reasoning ability based on the total score of aspects of mathematical reasoning ability. The average percentage of test scores increased from 66.6% in the first cycle to 83.3% in the second cycle and in the high category. Based on observations of the implementation of learning with the Open-Ended approach is good and in accordance with the characteristics of the Open-Ended Approach. Based on the results of interviews and questionnaire results data student responses to mathematics learning in relation to mathematical reasoning abilities, increased from cycle I to cycle II.Keywords: Mathematical Reasoning Ability, Open-Ended Approach.]]>
<![CDATA[PENINGKATAN KEMAMPUAN KONEKSI MATEMATIS MELALUI PEMBELAJARAN MODEL CONNECTING-ORGANIZING- REFLECTING - EXTENDING (CORE) ]]>
<![CDATA[Ade Evi Fatimah]]>;
<![CDATA[Khairunnisyah Khairunnisyah]]>
<![CDATA[ MES: Journal of Mathematics Education and Science Vol 5, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara ]]>
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DOI: 10.30743/mes.v5i1.1933
<![CDATA[Kemampuan koneksi merupakan salah satu kemampuan matematis yang masih perlu mendapat perhatian guru dalam proses pembelajaran matematika dikelas. Penelitian ini bertujuan untuk mengetahui peningkatan kemampuan koneksi matematis siswa yang memperoleh pembelajaran dengan Model Pembelajaran Connecting-Organizing-Reflecting - Extending (CORE) dibandingkan siswa yang memperoleh pembelajaran matematika secara konvensional. Pendekatan penelitian yaitu pendekatan kuantitatif. Populasi dalam penelitian ini adalah seluruh siswa kelas X SMK Bisnis dan Manajemen APIPSU Medan sedangkan sampel adalah siswa kelas X-1 (kelas eksperimen) dan siswa kelas X-2 (kelas kontrol). Teknik pengumpulan data dilakukan dengan cara melakukan tes hasil belajar siswa. Analisis data kemampuan koneksi matematis siswa dilakukan dengan menggunakan Independent Sample t-test. Hasil pengujian hipotesis menunjukkan bahwa: kemampuan koneksi matematis siswa kelas eksperimen terhadap seluruh indikator kemampuan koneksi matematis dalam kategori rendah mengalami penurunan dari yang sebelumnya 74% menjadi 34% , sedangkan siswa yang berkategori baik/baik sekali mengalami peningkatan dari yang sebelumnya 27% menjadi 66%. Pada kelas kontrol, siswa cukup berani dalam menghadapi tantangan tetapi tidak yakin dapat mengatasi masalah.]]>
<![CDATA[PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DAN KEMANDIRIAN BELAJAR SISWA SMK NEGERI 1 PERCUT SEI TUAN MELALUI PENDEKATAN DIFFERENTIATED INSTRUCTION ]]>
<![CDATA[Ade Evi Fatimah]]>
<![CDATA[ MES: Journal of Mathematics Education and Science Vol 2, No 1 (2016) ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara ]]>
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DOI: 10.30743/mes.v2i1.111
<![CDATA[AbstractThe research aimed study to determine: 1) the increasing ability of mathematics problem solving and student’s self regulated learning by using Differentiated Instruction is better than students comprehension convensional approach. 2) there was the interaction between learning by students first mathematic ability toward the increasing ability of mathematics problem solving and student’s self regulated learning. This kind of research is the quasi experiment. The populations of this research are all of the students in X grade of Tehnical High School 1 Percut Sei Tuan and the sample choosen is randomly sample which are Tehnical High School 1 Percut Sei Tuan contain with X TKJ1 as experiment class and X TITL1 as control class each consist of 24 students. Instrument used consisted of: (1) test studens first mathematic, (2) test problem solving and (3) self regulated learning scale. The instrument has been declared eligible content validity and reliability coeffesient of 0,809 dan 0,737 respectively for test mathematics problem solving and self regulated learning. Data analysis is done by using ANAVA two ways. The result of this research shown that (1) there increasing ability in mathematics problem solving and student’s self regulated learning by using Differentiated Instruction is better than using students comprehension convensional approach, (2) there were no interaction between learning and student’s ability level to the increasing ability of mathematics problem solving and student’s self regulated learning. The researcher suggests to use the Differentiated Instruction approach as the alternative way for teachers to increase the ability in mathematics problem solving and student’s self regulated learning. Keywords Differentiated Instruction approach, the Ability of mathematics Problem Solving and Student’s self regulated learning]]>
<![CDATA[PENGEMBANGAN LEMBAR AKTIVITAS SISWA (LAS) MENGGUNAKAN PENDEKATAN DIFFERENTIATED INSTRUCTION UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA SMK ]]>
<![CDATA[Ade Evi Fatimah]]>;
<![CDATA[Azrina Purba]]>
<![CDATA[ MES: Journal of Mathematics Education and Science Vol 4, No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara ]]>
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DOI: 10.30743/mes.v4i1.862
<![CDATA[Abstract. The purpose of this study is to produce quality student activity sheets. To achieve this, this research uses development research. The development model used in this study is a 4-D development model consisting of the Define, Design, Development and Disseminate stages. The subject of this research is the tenth grade students of SMK 1 Percut Sei Tuan Deli Serdang Regency and the object of this research is the mathematics student activity sheet of trigonometry material using the Differentiated Instruction (DI) approach. Developed in this study is the student activity sheet (LAS). The results of the study show that: (1) the level of mastery learning in classical is 83.33%; (2) the level of student activity during the learning process takes place on the ideal time tolerance criteria; (3) the level of the teacher's ability to manage learning is good, because the average has reached the minimum criteria; (4) student responses to the components of the device and the learning process are positive; (5) Mathematical problem solving abilities of students have increased with an average value of 1.457 at pretest and 3.103 in postes with an average increase (N Gain) included in the medium category with an average of 0.521. The researcher suggested that the Differentiated Instruction approach be an alternative for teachers to improve students' mathematical problem solving abilities.Keywords: Student Activity Sheet, Differentiated Instruction Approach, mathematical problem solving ability]]>
<![CDATA[SOSIALISASI PENDEKATAN DIFFERENTIATED INSTRUCTION BERBASIS DIGITAL DI MASA PANDEMI COVID-19 ]]>
<![CDATA[Ade Evi Fatimah]]>;
<![CDATA[Muhammad Sadri]]>;
<![CDATA[Nurul Hasanah]]>;
<![CDATA[Joko Pribadi]]>
<![CDATA[ Jurnal Pengabdian Kepada Masyarakat Vol 2 No 2 (2021): JPKM ]]>
Publisher : <![CDATA[LPPM STKIP AL MAKSUM ]]>
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<![CDATA[Kegiatan diperuntukkan guru-guru SMK Al Maksum 2 Pulau Kampai, KecamatanPangkalan Susu Kabupaten langkat, dengan tujuan utama sekolah ini dapat menjadipilot project dimana nantinya program pengabdian ini dapat berlanjut di beberapasekolah di desa atau kecamatan yang lain. Era revolusi industri 4.0 telah membawabanyak perubahan pada berbagai aspek kehidupan dimana teknologi memilikiperanan yang sangat besar dan menjadi motor utama perubahan di setiap aspek.Guru idealnya memiliki kemampuan untuk mengembangkan model/pendekatanpembelajaran yang dapat diakses melalui perangkat digital dan sesuai dengankarakteristik peserta didik, serta mampu memanfaatkan sumber-sumber belajar lainyang sesuai dengan karakteristik digital native. Selain itu, terjadinya pandemiglobal yang disebabkan oleh virus COVID-19 juga mengakibatkan perubahan yangsangat signifikan dalam dunia pendidikan, khususnya dalam proses pembelajaran.Proses pembelajaran yang selama ini lazimnya dilaksanakan secara tatap mukaberubah menjadi online/daring. Oleh karena itulah diperlukan pendidik/guru yangmampu mengembangkan model/pendekatan pembelajaran berbasis digital dansesuai dengan karakteristik peserta didik, agar bisa digunakan dalam pembelajarandaring. Model/pendekatan pembelajaran yang disosialisasikan adalah pendekatanDifferentiated Instruction (DI), dimana pendekatan ini sangat memperhatikankarakteristik atau kebutuhan tiap individu peserta didik. Pendekatan ini akan dibuatberbasis digital dengan menggunakan bantuan Microsoft Office. Hasil kegiatan initelah dapat meningkatkan kapabilitas para guru dalam memanfaatkan danmengembangkan model/pendekatan Differentiated Instruction (DI) berbasisdigital, hal ini berdampak pada proses pembelajaran daring yang menjadi semakinvariatif.]]>
<![CDATA[Interaksi antara model pembelajaran inkuiri terbimbing dan discovery dengan gaya belajar mahasiswa terhadap kemampuan berpikir kritis matematis ]]>
<![CDATA[Ade Evi Fatimah]]>;
<![CDATA[Azrina Purba]]>
<![CDATA[ Journal of Didactic Mathematics Vol 3, No 1 (2022): April ]]>
Publisher : <![CDATA[Mahesa Research Center ]]>
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DOI: 10.34007/jdm.v3i1.1163
<![CDATA[This study aims to determine whether there is an interaction between the Inquiry and Discovery learning models with learning styles on the mathematical critical thinking skills of students of the STKIP Al Maksum Science Education study program in basic mathematics courses. This research was conducted in the even semester of the 2021-2022 academic year with a population of 109 students and a sample of 80 students. The research instrument used was in the form of mathematical critical thinking ability test questions. The research method used is a correlational method with a quantitative approach. This study used a quasi-experimental design. The research data were processed and analyzed using the 2x2 ANOVA statistical test. The results of the study show that there is an interaction between the Inquiry and Discovery learning models with learning styles on the mathematical critical thinking skills of Science Education students.]]>
<![CDATA[PENINGKATAN SELF-EFFICACY SISWA MELALUI MODEL PEMBELAJARAN CONNECTING-ORGANIZINGREFLECTING- EXTENDING (CORE) ]]>
<![CDATA[Ade Evi Fatimah]]>
<![CDATA[ Jurnal Sintaksis Vol 2 No 1 (2020): Jurnal SIntaksis ]]>
Publisher : <![CDATA[LPPM STKIP AL MAKSUM ]]>
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<![CDATA[Self-efficacy merupakan suatu keyakinan atau kepercayaan diri individu yang masih perlu ditingkatkan dalam diri seorang siswa. Hal ini menjadi tugas seorang guru dalam proses pembelajaran di kelas. Penelitian ini bertujuan untuk mengetahui peningkatan Self-efficacy siswa yang memperoleh pembelajaran dengan model Connecting-Organizing-Reflecting-Extending (CORE) dibandingkan dengan siswa yang memperoleh pembelajaran konvensional. Pendekatan penelitian yaitu pendekatan kuantitatif. Populasi dalam penelitian ini adalah seluruh siswa kelas X SMK Bisnis dan Manajemen APIPSU Medan sedangkan sampelnya adalah siswa kelas X-1 (kelas eksperimen) dan siswa kelas X-2 (kelas kontrol). Teknik pengumpulan data dilakukan dengan cara melakukan tes angket Self efficacy siswa.Analisis data Self efficacy siswa dilakukan dengan menggunakan Independent Sample t Test. Hasil pengujian hipotesis menunjukkan bahwa peningkatan Selfefficacy siswa yang memperoleh model pembelajaran Connecting-Organizing- Reflecting-Extending (CORE) lebih baik dibandingkan siswa yang memperolehpembelajaran Konvensional. Hal ini dapat dilihat dari selisih rata-rata data Self efficacy di kelas eksperimen dan kontrol yaitu sebesar 12,97%. Kemudianberdasarkan hasil angket Self efficacy siswa menunjukkan bahwa siswa menunjukkan sikap positif terhadap pembelajaran matematika yang menggunakanmodel pembelajaran Connecting-Organizing-Reflecting-Extending (CORE).]]>
