Articles
<![CDATA[HUBUNGAN RESILIENSI MATEMATIS TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS MAHASISWA PADA MATA KULIAH MATEMATIKA DASAR ]]>
<![CDATA[Ade Evi Fatimah]]>;
<![CDATA[Azrina Purba]]>;
<![CDATA[Yulia Anita Siregar]]>
<![CDATA[ Journal of Didactic Mathematics Vol 1, No 3 (2020): December ]]>
Publisher : <![CDATA[Mahesa Research Center ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.34007/jdm.v1i3.470
<![CDATA[This study aims to determine the relationship and the extent of influence between mathematical resilience and students' mathematical problem-solving abilities in basic mathematics courses. This research is motivated by the perception of students who tend to be negative towards mathematics as well as an attitude of lack of confidence and easily give up in solving the given questions. In addition, students' mathematical solving abilities are also classified as low, even though this ability is very important because it is the basis and general goal of learning mathematics. The method used in this research is quantitative descriptive method. The population in this study were all Semester I students of the Computer and Informatics Engineering study program at STKIP AL Maksum Langkat which consisted of 5 classes and took basic mathematics courses, while the research sample was taken using purposive sampling technique, which is a technique of determining and taking the specified sample. by researchers with certain considerations. The sample consisted of 35 students. The instruments in this study were test questions in the form of mathematical problem-solving abilities and non-test questions in the form of a mathematical resilience scale. Then the data is processed using hypothesis testing techniques, correlation analysis and simple regression assisted by SPSS and Microsoft Excel. The results showed that there was a positive relationship between mathematical resilience and students 'mathematical problem-solving abilities with the effect of mathematical resilience by 41.3% on students' mathematical problem-solving abilities. ]]>
<![CDATA[PENERAPAN PENDEKATAN PEMBELAJARAN MATEMATIKA REALISTIK TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA ]]>
<![CDATA[Ade Evi Fatimah]]>
<![CDATA[ Journal of Didactic Mathematics Vol 1, No 2 (2020): August ]]>
Publisher : <![CDATA[Mahesa Research Center ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (235.238 KB)
|
DOI: 10.34007/jdm.v1i2.256
<![CDATA[Realistic mathematics learning is learning that connects and engages the surrounding environment and real experiences that students have experienced in everyday life. The objectives of this study were (1) to find out how to apply realistic mathematics learning approaches to students' problem-solving abilities in fractions material. (2) To determine student learning activities on the application of realistic mathematics learning approaches to students' problem-solving abilities on fraction material. This study uses a descriptive analysis. The subjects in this study were 7th-grade students of SMP Tunas Pelita Binjai, while the objects in this study were the students' problem-solving abilities and student activities during learning. Based on the results of the analysis, it was obtained (1) The application of a realistic mathematics learning approach to students' problem-solving abilities on fractions in Grade 7 was to present contextual problems about fractions, solve contextual problems about fractions, then compare and discuss answers and conclude learning. Based on the learning process, a percentage of 80.55% of students obtained problem-solving abilities above the low category. This shows that the realistic mathematics approach is effective for building students 'problem-solving abilities. (2) Student learning activities on the application of realistic mathematics learning approaches to students' problem-solving abilities on fraction material in Grade 7 are in the good category with a final score of 80.14. So it can be suggested that in the teaching and learning process it is expected that the teacher uses a realistic mathematics learning approach.]]>
<![CDATA[Analisis kemampuan berpikir kritis matematis ditinjau dari resiliensi matematis mahasiswa pendidikan teknik informatika dan komputer ]]>
<![CDATA[Ade Evi Fatimah]]>;
<![CDATA[Fitriani Fitriani]]>
<![CDATA[ Journal of Didactic Mathematics Vol 2, No 2 (2021): August ]]>
Publisher : <![CDATA[Mahesa Research Center ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.34007/jdm.v2i2.871
<![CDATA[This study aims to determine the students' mathematical critical thinking abilities in terms of their mathematical resilience. The subjects of this study were students of Informatics and Computer Engineering Education STKIP Al Maksum in discrete mathematics courses, totaling 37 students. The research instrument used in the form of mathematical critical thinking ability test questions and student mathematical resilience questionnaires. The research method used is a correlational method with a quantitative approach. Then the data were analyzed using simple linear regression. The results showed that the mathematical critical thinking ability based on the mathematical resilience of the students of the Computer Informatics Engineering Education Study Program, STKIP Al Maksum, had a positive effect of 79.9%.]]>
<![CDATA[PENERAPAN MULTIPLE INTELLIGENCE DALAM PEMBELAJARAN MATEMATIKA: ANALISIS PADA KECERDASAN MUSIK ]]>
<![CDATA[Suwanto Suwanto]]>;
<![CDATA[Ade Evi Fatimah]]>;
<![CDATA[Fitriani Fitriani]]>
<![CDATA[ Journal of Didactic Mathematics Vol 1, No 3 (2020): December ]]>
Publisher : <![CDATA[Mahesa Research Center ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.34007/jdm.v1i3.445
<![CDATA[Less optimal musical intelligence in students and improper application in mathematics learning is the basis for the preparation of articles. The misunderstanding of applying musical intelligence is quite alarming, for example when students learn to listen to music, they actually don't use their musical intelligence to learn or change their behavior. In this condition, music has a role in arousing motivation, memory and reflexes to learn, not using musical intelligence to learn. The preparation of this article uses the literature review method with the keywords musical intelligence (musical intelligence), learning and learning mathematics in books and journals indexed by Googles choolar. The application of musical intelligence in mathematics learning requires careful consideration and expertise in designing learning to be carried out. Some examples of using musical intelligence in learning mathematics include converting notes into numbers, solving math problems related to scales, designing memorization of mathematical formulas in the form of chants that are fun for students.]]>
<![CDATA[MENGEMBANGKAN WARGA BELAJAR YANG UNGGUL DAN BERIMAN: PELATIHAN PENERAPAN SELF-EFFICACY BAGI WARGA BELAJAR PKBM HARAPAN BUNDA KEC. KUALA, KAB. LANGKAT ]]>
<![CDATA[Donny Adiatmana]]>;
<![CDATA[Ade Evi Fatimah]]>;
<![CDATA[Yusrah]]>
<![CDATA[ Jurnal Pengabdian Kepada Masyarakat Vol 3 No 1 (2022): JPKM ]]>
Publisher : <![CDATA[LPPM STKIP AL MAKSUM ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (297.149 KB)
<![CDATA[In addition to formal education, informal education has an important role in realizing competent Indonesian human resources. The form of strengthening informal education is to maximize the role of the Community Learning Activity Center. The Community Learning Activity Center has the principle of long-life education where every community has the right to get a proper education so that citizens are created superior and faithful. To realize excellence and faith, we need an appropriate concept and technique to motivate learning citizens. Self-efficacy is a concept that encourages learning citizens to grow motivation in themselves so that they are confident in solving problems and being able to achieve their dreams. The location for the implementation of community service is at PKBM Harapan Bunda located in Hamlet 1 Belilir, Balai. Kasih Village. The method of implementing the activities consists of case studies, brainstorming and focus group discussions. There are 15 learning residents who take part in this community service activity. The results of the activity showed that the residents were enthusiastic and active while participating in this community service activity. The team also conveyed motivations for learning citizens to stay enthusiastic about learning]]>
<![CDATA[SOSIALISASI MODEL PEMBELAJARAN LITERASI ORIENTASI KOLABORASI REFLEKSI (LOK-R) PADA GURU MIN 12 LANGKAT ]]>
<![CDATA[yusrah yusrah]]>;
<![CDATA[Donny Adiatmana Ginting]]>;
<![CDATA[Haryati]]>;
<![CDATA[Ade Evi Fatimah]]>;
<![CDATA[Ade Syafirna]]>
<![CDATA[ Jurnal Pengabdian Kepada Masyarakat Vol 3 No 2 (2022): JPKM ]]>
Publisher : <![CDATA[LPPM STKIP AL MAKSUM ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (388.965 KB)
<![CDATA[Penerapan model pembelajaran terkait dengan proses pembelajaran di Madrasah Ibtidaiyah menjadi hal yang harus disesuaikan dengan perkembangan zamannya. Saat ini pembelajaran di Madrasah Ibtidaiyah dituntut untuk menerapkan pembelajaran berbasis literasi, yaitu: literasi membaca, social budaya, sains dan numerasi. Penerapan pembelajaran berliterasi tentu harus menggunakan model pembelajaran yang sesuai. Maka oleh itu, model pembelajaran Literasi Orientasi Kolaborasi Refleksi (LOK-R) cocok digunakan untuk pembelajaran di Madrasah Ibtidaiyah. Sosialisasi Model pembelajaran Literasi Orientasi Kolaborasi Refleksi (LOK-R) di Madrasah Ibtidaiyah Negeri 12 Langkat ini bertujuan untuk memberikan pengetahuan kepada para guru tentang system, tata cara, prosedur atau runtutan pada pembelajaran di kelas dengan menggunakan model pembelajaran Literasi Orientasi Kolaborasi Refleksi (LOK-R) sehingga peserta didik/siswa mampu mengaitkan materi pembelajaran dengan peristiwa nyata yang terjadi dalam kehidupan di sekitarnya. Luaran kegiatan ini adalah para guru Madraasah Ibtidaiyah Negeri 12 Langkat mampu mengaplikasikan model pembelajaran Literasi Orientasi Kolaborasi Refleksi (LOK-R) dalam kegiatan pembelajaran dikelas kepada para peserta didik sehingga pembelajaran berbasis literasi dapat direalisasikan dengan tepat.]]>
<![CDATA[Pelatihan Penggunaan Aplikasi GoogleClassroom untuk meningkatkan kualitas belajar dan mengajar Daring Guru dan Murid SMK AL Maksum Langkat ]]>
<![CDATA[Ahmad Indra Harahap]]>;
<![CDATA[Harry Pratama Figna]]>;
<![CDATA[Ade Evi Fatimah]]>;
<![CDATA[Ryan Dhika Priyatna]]>;
<![CDATA[Sakura]]>;
<![CDATA[Syaiful Bahri]]>
<![CDATA[ Jurnal Pengabdian Kepada Masyarakat Vol 3 No 2 (2022): JPKM ]]>
Publisher : <![CDATA[LPPM STKIP AL MAKSUM ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (227.517 KB)
<![CDATA[Perkembangan teknologi di zaman sekarang ini telah banyak perubahan dan perkemabangan termasuk juga dalam hal belajar dan mengajar. Pengajaran yang berkualitas dapat dilihat dari hasil pembelajaran siswa. Selain keterampilan berbicara secara verbal ataupun berupa hasil pemikiran menggunakan media aplikasi pembelajaran dapat membantu aktifitas belajar mengajar yang efektif. Dalam perkembangan teknologi dari tahun ke tahun telah banyak beragam jenis media aplikasi pembelajaran yang interaktif dapat dimanfaatkan oleh semua guru untuk meningkatkan kegiatan efektifitas dalam hal mengajar]]>
<![CDATA[Meningkatkan kemampuan pemecahan masalah matematis mahasiswa melalui model project-based learning ]]>
<![CDATA[Ade Evi Fatimah]]>;
<![CDATA[Fitry Wahyuni]]>;
<![CDATA[Fitriani Fitriani]]>
<![CDATA[ Journal of Didactic Mathematics Vol 3, No 3 (2022): December ]]>
Publisher : <![CDATA[Mahesa Research Center ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.34007/jdm.v3i3.1600
<![CDATA[This type of research is known as classroom action research (CAR), and it employs both descriptive and qualitative methods. The purpose of this study was to describe how to improve the mathematical problem-solving abilities of PTI 3E class students at STKIP Al Maksum, with a total of 30 students. This research was carried out in the odd semester of the 2022–2023 academic year. The object of this research is to improve students' mathematical problem-solving skills through the project-based learning (PjBL) model on graph material for discrete mathematics courses. The research instruments used were a test of mathematical problem-solving abilities and observation sheets. The results showed that there was an increase in the number of students who achieved completion in solving mathematical problems in cycle I by 20% and in cycle II by 26.7%. The increase in problem-solving ability has reached the target or process indicator, namely 85% of students who obtain a minimum problem-solving ability percentage of 60% of students who take tests in the learning process.]]>
<![CDATA[PELATIHAN PENGGUNAAN SISTEM ADMINISTRASI SEKOLAH BERBASIS DIGITAL BAGI GURU-GURU SMA SWASTA PERSIAPAN STABAT ]]>
<![CDATA[azrina purba]]>;
<![CDATA[Tedy Putra]]>;
<![CDATA[Haryati]]>;
<![CDATA[Wina Mariana Parinduri]]>;
<![CDATA[Titin Rahmayanti Rambe]]>;
<![CDATA[Riskyka]]>;
<![CDATA[Ade Evi Fatimah]]>;
<![CDATA[Diah Kesumawati]]>;
<![CDATA[Kahar Mashuri]]>
<![CDATA[ Jurnal Pengabdian Kepada Masyarakat Vol 3 No 2 (2022): JPKM ]]>
Publisher : <![CDATA[LPPM STKIP AL MAKSUM ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (441.297 KB)
<![CDATA[ABSTRAK Perkembangan teknologi saat ini menuntut kita untuk terus maju dan berkembang agar tidak tertinggal jauh di belakang. Termsuk dalam dunia pendidikansalah satunya adalah dalam pegelolaan adminsitrasi sekolah. Namun, masih ada beberapa instansi yang menggunakan system manual. Hal ini disebabkan kurangnya pengetahuan sumber daya manusia dalam menggunakan teknologi. Oleh karena itu team melakukan pelatihan ini. Tujuan dari kegiatan ini adalah untuk mendampingi guru-guru dalam menggunakan system administrasi sekolah berbasis digital. Metode yang dilakukan pada kegiatan ini adalah pelatihan pendampingan guru-guru dalam penggunaan system administrasi. Kegiatan pengabdian ini dapat dikategorikan berhasil. Keberhasilan kegiatan ini dilihat dari respon peserta selama pelatihan yang diikuti dengan pendampingan, apakah respon mereka positif atau mengikuti seluruh rangkaian kegiatan dan berpartisipasi dalam tiap tahapan kegiatan serta antusias dalam praktek tata kelola dan diskusi. Hasil pengabdian pada masyarakat menunjukkan adanya peningkatan pengetahuan dan keterampilan peserta dalam mengelola administrasi sekolah berbasis digital. Selain itu para peserta sangat antusias dalam kegiatan dengan mengajukan pertanyaan-pertanyaan. Ini menunjukkan keefektifan pelatihan penggunaan system administrasi sekolah berbasis digital.]]>
<![CDATA[PELATIHAN PEMBUATAN BAHAN AJAR INTERAKTIF BERBASIS E-LEARNING DI SMK AL-MA’SUM STABAT ]]>
<![CDATA[Harry Pratama Figna]]>;
<![CDATA[Ryan Dhika Priyatna]]>;
<![CDATA[Ahmad Indra Harahap]]>;
<![CDATA[Ade Evi Fatimah]]>;
<![CDATA[Syaiful Bahri]]>
<![CDATA[ Jurnal Pengabdian Kepada Masyarakat Vol 4 No 1 (2023): JPKM ]]>
Publisher : <![CDATA[LPPM STKIP AL MAKSUM ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (155.917 KB)
<![CDATA[Tujuan dalam kegiatan pengabdian kepada masyarakat ini adalah untuk meningkatkan kemampuan pedagogik guru dalam bidang TIK pada guru SMK Al-Maksum Stabat dan terdapat peningkatan kualitas pembelajaran dengan tersedianya media pembelajaran berbasis e-learning. Metode yang digunakan berupa metode ceramah, metode diskusi, dan metode praktek. Indikator keberhasilan kegiatan pengabdian kepada masyarakat ini adalah: (1) adanya respon positif peserta terhadap pelatihan pembuatan bahan ajar berbasis aplikasi e-learning XHTML editor; dan (2) Adanya produk bahan ajar yang dihasilkan peserta pelatihan yaitu bahan ajar berbasis aplikasi e-learning XHTML editor. Hasil dari kegiatan ini menunjukkan bahwa (1) para guru telah memiliki pengetahuan membuat bahan ajar berbasis aplikasi e-learning XHTML editor, (2) para guru telah memiliki bahan ajar berbasis aplikasi e-learning XHTML editor, dan (3) para guru telah memiliki pengetahuan dalam membuat dan mengembangkan bahan ajar berbasis aplikasi e-learning XHTML editor, (4) guru memiliki respon positif terkait kegiatan pelatihan pembuatan bahan ajar interaktif berbasis e-learning XHTML editor..]]>
