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<![CDATA[Pengaruh Penggunaan Media Software Geogebra Terhadap Hasil Belajar Matematika Siswa Kelas VIII SMP Negeri 2 Makale ]]>
<![CDATA[Lembang, Suri Toding]]>;
<![CDATA[Natsir, Irmawaty]]>
<![CDATA[ Musamus Journal of Mathematics Education Vol 2 No 2 (2020): Musamus Journal of Mathematics Education ]]>
Publisher : <![CDATA[Musamus University ]]>
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DOI: 10.35724/mjme.v2i2.2674
<![CDATA[This study aims to determine the effect of the use ofmedia Geogebra Software on the mathematics learning outcomes of Grade VIII students of SMP Negeri 2 Makale. Geogebra software is a dynamic program that has facilities to visualize and as a tool to construct mathematical concepts. This research is an experimental research. The population in this study were all VIII grade students of SMP Negeri 2 Makale in the 2018/2019 school year as many as 214 people. The sampling technique uses cluster random sampling with the number of samples chosen, namely 2 classes consisting of 28 students for the experimental class and 27 students for the control class. The instrument used in this study was a test of learning outcomes in the form of a description. Before and after learning both classes are given the same test. Managing research data using descriptive statistics and inferential statistics. Descriptive statistics are intended to describe student mathematics learning outcomes in the form of average scores and percentages, while inferential statistics are used to test research hypotheses. The results of the study were obtained; (1) an increase in experimental class learning outcomes with an initial average score of 18.79 increased to 73.37 with a large increase of 54.58 experienced an increase if compared to the control class with an initial average score of 15.86 increased to a large 43.31 an increase of 27.45. The increase in the average score of experimental class learning outcomes is greater than the average score of control class learning outcomes. (2) the results of thehypothesis Mann Whitney U Test show that the amymp.sig (2-tiled) value is 0,000 <0.05, then H1 is accepted. This shows that there is an influence of the use ofmedia geogebra software on mathematics learning outcomes of Grade VIII students of SMP Negeri 2 Makale.]]>
<![CDATA[GEOMETRIC TRANSFORMATION ON CARVINGS OF TORAJA TONGKONAN HOUSES ]]>
<![CDATA[Suri Toding Lembang]]>;
<![CDATA[Yusem Ba’ru]]>
<![CDATA[ MaPan : Jurnal Matematika dan Pembelajaran Vol 9 No 2 (2021): DECEMBER ]]>
Publisher : <![CDATA[Department of Mathematics Education Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/mapan.2021v9n2a3
<![CDATA[This research aims to examine the mathematical concepts in traditional Tongkonan houses' carving and provide information about the meaning of each carving in the Tongkonan house. The research method used is the qualitative research method. The results of the study are obtained by observation and interview. The results showed that it turns out, in some Toraja carvings, contain the concept of transformational geometry, namely reflection. The information also obtained that the carvings in the Tongkonan house are very loaded with meaning, especially about advice, prayer, or hope to all members of the Tongkonan.]]>
<![CDATA[Pengaruh Penggunaan Media Software Geogebra Terhadap Hasil Belajar Matematika Siswa Kelas VIII SMP Negeri 2 Makale ]]>
<![CDATA[Suri Toding Lembang]]>;
<![CDATA[Irmawaty Natsir]]>
<![CDATA[ Musamus Journal of Mathematics Education Vol 2 No 2 (2020): Musamus Journal of Mathematics Education ]]>
Publisher : <![CDATA[Musamus University ]]>
Show Abstract
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DOI: 10.35724/mjme.v2i2.2674
<![CDATA[This study aims to determine the effect of the use ofmedia Geogebra Software on the mathematics learning outcomes of Grade VIII students of SMP Negeri 2 Makale. Geogebra software is a dynamic program that has facilities to visualize and as a tool to construct mathematical concepts. This research is an experimental research. The population in this study were all VIII grade students of SMP Negeri 2 Makale in the 2018/2019 school year as many as 214 people. The sampling technique uses cluster random sampling with the number of samples chosen, namely 2 classes consisting of 28 students for the experimental class and 27 students for the control class. The instrument used in this study was a test of learning outcomes in the form of a description. Before and after learning both classes are given the same test. Managing research data using descriptive statistics and inferential statistics. Descriptive statistics are intended to describe student mathematics learning outcomes in the form of average scores and percentages, while inferential statistics are used to test research hypotheses. The results of the study were obtained; (1) an increase in experimental class learning outcomes with an initial average score of 18.79 increased to 73.37 with a large increase of 54.58 experienced an increase if compared to the control class with an initial average score of 15.86 increased to a large 43.31 an increase of 27.45. The increase in the average score of experimental class learning outcomes is greater than the average score of control class learning outcomes. (2) the results of thehypothesis Mann Whitney U Test show that the amymp.sig (2-tiled) value is 0,000 <0.05, then H1 is accepted. This shows that there is an influence of the use ofmedia geogebra software on mathematics learning outcomes of Grade VIII students of SMP Negeri 2 Makale.]]>
<![CDATA[Deskripsi Persepsi Guru Tentang Penyebab Kesulitan Belajar Matematika Siswa SMA Negeri Kota Rantepao ]]>
<![CDATA[Suri Toding Lembang]]>
<![CDATA[ Jurnal Keguruan dan Ilmu Pendidikan Vol 4 No 3 (2015) ]]>
Publisher : <![CDATA[LPPM UKI Toraja ]]>
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<![CDATA[Kesulitan belajar matematika dapat dialami oleh siswa dengan tingkat kemampuan manapun dari kalangan atau kelompok manapun. Kesulitan belajar matematika juga terjadi pada siswa sekolah menengah atas di Kota Rantepao. Dengan adanya kesulitan belajar matematika siswa, timbul pertanyaan mengapa hal ini bisa terjadi dan sebagai tenaga pendidik bagaimana persepsi guru mengenai kesulitan belajar matematika. Guru dipandang sebagai pihak yang dapat memberikan informasi berdasarkan pengetahuan dan pengalamannya dalam memahami kondisi-kondisi yang dapat menjadi penyebab timbunya kesulitan yang dialami siswa dalam belajar matematika. Oleh karena itu timbul, pertanyaan bagaimana persepsi guru matematika terhadap kesulitan belajar matematika siswa kelas X SMA Negeri Kota Rantepao?, Tujuan penelitian ini adalah untuk mendiskripsikan tingkat kesesuaian persepsi guru terhadap kesulitan belajar matematika siswa pada materi trigonometri di SMA Negeri Kota Rantepao. Penelitian ini menggunakan pendekatan kualitatif yang bersifat deskriptif-eksplanatif dengan teknik pengumpulan data non tes melalui kuesioner terbuka dan wawanaca , dan tes melalui tes diagnostik. Hasil penelitian menunjukkan bahwa:(1) persepsi guru terhadap penyebab kesulitan belajar matematika siswa pada materi trigonometri adalah penyebab psikologis dan penyebab epistimolgis, (2) persepsi guru mengenai gejala yang menjadi indikator adanya kesulitan adalah menunjukan sikap yang kurang wajar, lambat dalam mengerjakan tugas, (3) persepsi guru mengenai cara yang dilakukan untuk menyelidiki adanya kesulitan belajar adalah melalui observasi sebagai cara yang paling sering dilakukan, (4) persepsi guru mengenai contoh kesulitan pada materi trigonometri adalah menentukan nilai perbadingan trigonometri pada sudut khusus dan menentukan nilai perbandingan trigonometri pada semua kuadran merupakan contoh kesulitan siswa pada materi trigonometri, (5) persepsi guru menyangkut upaya yang dilakukan untuk mengatasi kesulitan belajar matematika menyebutkan “cara lain”(selain melalui remedial, bimbingan kelompok, dan bimbingan individual) sebagai cara yang dilakukan guru untuk mengatasi kesulitan belajar.]]>
<![CDATA[Pengaruh Model Pembelajaran Kooperatif Tipe Numbered Heads Together (NHT) Terhadap Hasil Belajar Matematika Siswa Kelas VIII SMP Negeri 6 Mengkendek ]]>
<![CDATA[Suri Toding Lembang]]>
<![CDATA[ Jurnal Keguruan dan Ilmu Pendidikan Vol 6 No 2 (2017) ]]>
Publisher : <![CDATA[LPPM UKI Toraja ]]>
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<![CDATA[Model pembelajaran kooperatif tipe Numbered Heads Together (NHT) merupakan model pembelajaran yang mengutamakan keaaktifan siswa dalam pembelajaran dengan ciri utamanya adanya penomoran sehingga semua siswa berusaha untuk memahami setiap materi yang diajarkan dan siswa bertanggungjawab atas nomor anggotanya masing-masing . Tujuan penelitian ini adalah untuk mengetahui : (1) untuk mengetahui keterlaksanaan pembelajaran dengan menggunakan model pembelajaran kooperatif tipe Numbered Heads Together (NHT); (2) untuk mengetahui hasil belajar matematika siswa kelas VIII SMP Negeri 6 Mengkendek. Populasi penelitian adalah siswa kelas VIII SMP Negeri 6 Mengkendek. Sampel penelitian terpilih secara Clauster Random Sampling yang terdiri dari kelas VIIIa yang berjumlah 26 orang sebagai kelompok eksperimen yakni yang diajar dengan menggunakan model pembelajaran kooperatif tipe Numbered Heads Together (NHT) dan kelas VIIIc yang berjumlah 22 orang sebagai kelompok kontrol yakni yang diajar tanpa menggunakan model pembelajaran kooperatif tipe Numbered Heads Together (NHT). Hasil penelitian menunjukkan bahwa : keterlaksanaan pembelajaran dengan menggunakan model pembelajaran kooperatif tipe Numbered Heads Together (NHT) yang dilakukan selama 4 kali pertemuan tergolong terlaksana dengan baik dengan skor rata-rata 3.89. Model pembelajaran mempengaruhi hasil belajar siswa. Hal ini dilihat dari nilai rata-rata post-test siswa dengan menggunakan model pembelajaran kooperatif tipe Numbered Heads Together (NHT) adalah 78,47 lebih tinggi dari pada post-test siswa yang diajar tanpa menggunakan model pembelajaran kooperatif tipe Numbered Heads Together (NHT) yaitu 59,82. Sehingga kesimpulannya “ada pengaruh model pembelajaran kooperatif tipe tipe Numbered Heads Together (NHT) terhadap hasil belajar matematika siswa kelas VIII SMP Negeri 6 Mengkendek.”]]>
<![CDATA[Towards Paperless Education: A Preliminary Research Appliying E- Learning on Engineering Education ]]>
<![CDATA[Lantana Dioren Rumpa]]>;
<![CDATA[Suri Toding Lembang]]>;
<![CDATA[Suzanna Vonny Noviana Rante]]>;
<![CDATA[Benyamin Salu]]>;
<![CDATA[Markus Deli Girikallo]]>
<![CDATA[ Jurnal Keguruan dan Ilmu Pendidikan Vol 6 No 2 (2017) ]]>
Publisher : <![CDATA[LPPM UKI Toraja ]]>
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<![CDATA[Education without paper is a popular issue today. The world was hit by the global warming due to the amount of deforestation everywhere. We all know that wood is the raw material of paper. With advances in information technology today allows a learning without paper. Some technologies LMS (Learning Management System) currently allows us to conduct distance learning. Attendance in the class will not be needed anymore. Moodle is an LMS that helps teachers and students to study without having to meet physically. Google Classroom is a product developed by Google to help education through the web. In this paper we will explains the effects and benefits of google classroom. it has several advantages such as shortening the distance and time for teachers and students. It has a positive effect on the attitude and spirit of students]]>
<![CDATA[Deskripsi Tingkat Kesesuaian Persepsi Guru dan Pengalaman Siswa Tentang Penyebab Kesulitan Belajar Matematika Pada Kelas X SMA Negeri Kota Rantepao ]]>
<![CDATA[Suri Toding Lembang]]>
<![CDATA[ Jurnal Keguruan dan Ilmu Pendidikan Vol 4 No 1 (2015) ]]>
Publisher : <![CDATA[LPPM UKI Toraja ]]>
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<![CDATA[Difficulty learning math can be experienced by students of any ability level or among any group. Mathematics learning difficulties also happens to high school students in the city of Rantepao. With the students 'mathematics learning difficulties, the question arises why this could happen and as educators how teachers' perceptions about mathematics learning difficulties. The teacher is seen as the party that can provide information based on their knowledge and experience in understanding the conditions that may be the cause of timbunya difficulties experienced by students in learning mathematics. Students themselves as parties who have difficulty learning mathematics, is expected to provide information on matters which cause learning difficulties they are experiencing. Therefore the arises the question of how mathematics teachers 'perceptions of the difficulty of learning mathematics class X SMA Negeri City Rantepao?, How difficulty learning mathematics class X SMA Negeri City Rantepao?, And how the level of teachers' perceptions of the difficulty of Conformity math class X SMA Negeri The City of Rantepao?. The purpose of this study was to describe the level of teachers' perceptions of the suitability of mathematics learning difficulties of students on the material in high school trigonometry City State Rantepao. This study used a qualitative descriptive approach-explanative with non-test data collection techniques through an open questionnaire and interviuw, and testing through diagnostic tests. The results showed that: the level of teachers' perceptions of the suitability of mathematics learning difficulties of students in trigonometry material said to be less appropriate. Teachers dominant cause of psychological states and cause epistimolgis, while psychological causes students, epistemological and pedagogical mathematics is the cause of learning difficulties.]]>
<![CDATA[Penerapan Pendekatan Kontekstual Dalam Meningkatkan Hasil Belajar Matematika Siswa Kelas VIII SMP Negeri 1 Rantebua ]]>
<![CDATA[Suri Toding Lembang]]>;
<![CDATA[Pinor Pinor]]>
<![CDATA[ Jurnal Keguruan dan Ilmu Pendidikan Vol 5 No 1 (2016) ]]>
Publisher : <![CDATA[LPPM UKI Toraja ]]>
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DOI: 10.0901/jkip.v5i1.1174
<![CDATA[Penelitian ini adalah penelitian deskriptif yang bertujuan untuk mengetahui 1) keterlaksanaan pembelajaran dalam menerapkan pendekatan kontekstual, 2) aktivitas siswa dalammengelola pembelajaran dengan pendekatan kontekstual, 3) hasil belajar matematika siswakelas VIII SMPN 1 Rantebua dengan penerapan pendekatan kontekstual. Populasi dalampenelitian ini adalah semua siswa kelas VIII SMPN 1 Rantebua yang terdiri dari tigakelas dengan jumlah 76 orang. Teknik pengambilan sempel dilakukan dengan teknik clusterrandom sampling sehingga terpilih kelas VIIIB sebagai sampel dengan jumlah siswa 26orang. Instrumen yang digunakan untuk mengumpulkan data penelitian yaitu: 1) lembarobservasi keterlaksanaan pembelajaran dengan pendekatan kontekstual, 2) lembar observasiaktivitas siswa, 3) hasil belajar siswa diperoleh melalui tes sebelum dan setelah prosespembelajaran dilaksanakan. Analisis data hasil penelitian mengunakan statistik deskriptifuntuk mendeskripsikan karakteristik responden yaitu keterlaksanaan pembelajaran, aktivitassiswa, dan hasil belajar siswa berupa skor rata-rata dan persentase. Berdasarkan hasilpenelitian ditemukan bahwa 1) keterlaksanaan pembelajaran dengan pendekatan kontekstualdikategorikan baik, hal ini dapat dilihat dari skor rata-rata yang diperolah selama empatkali pertemuan sebesar 4,0. 2) aktivitas siswa selama proses pembelajaran denganpendekatan kontekstual dikategorikan aktif sehingga pembelajaran berpusat pada siswakarena selain siswa aktif mendengar/mencatat penjelasan guru atau teman siswa juga aktifmelakukan diskusi. 3) pendekatan kontekstual dapat meningkat hasil belajar matematikasiswa. Hal ini terlihat dari peningkatan hasil belajar matematika siswa sebelum diajardengan pendekatan kontekstual dengan skor rata-rata yaitu 45,1 dan setelah diajardengan pendekatan kontekstual maka skor rata-rata meningkat menjadi 78,2. Nilai NGain peningkatan kemampuan siswa dirata-ratakan diperoleh 0.60% dengan kategori sedang]]>
<![CDATA[Bahasa Inggris ]]>
<![CDATA[Suri Toding Lembang]]>;
<![CDATA[Kristanto]]>;
<![CDATA[Daud Rodi Palimbong]]>;
<![CDATA[Chelin Dion Patimang]]>;
<![CDATA[Ovalin Paseon]]>;
<![CDATA[Yenni Pasomba]]>
<![CDATA[ MaPan : Jurnal Matematika dan Pembelajaran Vol 10 No 2 (2022): DECEMBER ]]>
Publisher : <![CDATA[Department of Mathematics Education Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/mapan.2022v10n2a9
<![CDATA[This research implements the carvings of the Toraja Tongkonan house on the transformation geometry material in class XI SMA Negeri 2 Toraja Utara. The purpose of this study was to determine the learning outcomes and student activities in implementing Tongkonan house carvings on the Transformation Geometry material. The research method used is quantitative. Data collection using observation, pre-test, and post-test sheets. An essay test with five question items was used in this study as an instrument. The research sample was a class XI science high school student. Sampling Technique with cluster random sample. This research was conducted at SMA Negeri Toraja in the even semester of 2021. Data analysis techniques are carried out with descriptive statistics in the form of percentage analysis for student activities and student learning outcomes. The results showed that (1) the average score of student activity in learning was 4.05 which can be categorized as active, and (2) student learning outcomes can be categorized as good as evidenced by the average score of student learning outcomes being 76.35.]]>
<![CDATA[Analisis semiotik: representamen siswa dalam menyelesaikan operasi bilangan bulat ]]>
<![CDATA[Hersiyati Palayukan]]>;
<![CDATA[Suri Toding Lembang]]>;
<![CDATA[Adriana Galla Situru]]>;
<![CDATA[Septin Dwi Rapa]]>;
<![CDATA[Heri Heri]]>
<![CDATA[ JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 6 No. 4 (2023): Juli ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jpmi.v6i4.17860
<![CDATA[The purpose of this research is to investigate and describe student representation in solving integer operations. The research method used is descriptive qualitative research method. The subjects in this study were 15 of 31 junior high school students. Each of them is 9 Iconic Subjects (SI), namely subjects whose settlements use Iconic Representations and 6 Symbolic Subjects (SS), namely subjects whose settlements use Symbolic Representations. This study found that there are two types of Representamen in students' semiotic processes in solving Integer problems, namely types of iconic Representamen and symbolic Representamen. Iconic representation types are sign types that have a similar relationship with the object they represent, while symbolic representation types have a convention or rule relationship with the object they represent.]]>
