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All Journal Pedagogik : Jurnal Ilmiah Pendidikan dan Pembelajaran Fakultas Tarbiyah Unversitas Muhammadiyah Aceh Journal of Education, Humaniora and Social Sciences (JEHSS) Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal) EJoES (Educational Journal of Elementary School) Inovasi Kurikulum
Kms. Muhammad Amin Fauzi
UNIVERSITAS NEGERI MEDAN
Humanities Education Health Professions Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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PENGARUH MODEL PROBLEM BASED LEARNING TERHADAP KEMAMPUAN REPRESENTASI MATEMATIS SISWA DAN ADVERSITY QUOTIENT Siti Fadillah; Kms. Muhammad Amin Fauzi; Anita Yus
EJoES (Educational Journal of Elementary School) Vol 2, No 1 (2021): Educational Journal of Elementary School (EJoES)
Publisher : EJoES (Educational Journal of Elementary School)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/ejoes.v2i1.6613

Abstract

This study aims to determine: (1) whether there is a significant effect between learning (problem based learning and conventional) on students 'mathematical representation abilities, (2) whether there is a significant effect between learning (problem based learning and conventional) on students' adversity quotient. , (3) whether there is an interaction between learning (problem based learning and conventional) and Early Mathematics Ability to students 'representational abilities, (4) is there an interaction between learning (problem based learning and conventional) and Early Mathematics Ability to students' adversity quotient. This research is a quasiexperimental research. The sample was selected by cluster random sampling consisting of two classes. The data obtained were analyzed using two-way ANOVA in the SPSS 20 program. The results showed that: 1) there was a significant effect between learning (problem based learning and conventional) on students' mathematical representation abilities, 2) there was a significant effect between learning (problem based learning and conventional) on students' adversity quotient, 3) there is an interaction between learning (problem based learning and conventional) and Early Mathematics Ability to student representation skills 4) there isn’t an interaction between learning (problem based learning and conventional) and Early Mathematics Ability to adversity quotient
Pengaruh Pembelajaran CTL Dengan Kemampuan Awal Matematika Terhadap Pemahaman Konsep Matematis Siswa Sekolah Dasar Akhiriani Rambe; Kms. Muhammad Amin Fauzi; Ishaq Nuriadin
Journal of Education, Humaniora and Social Sciences (JEHSS) Vol 4, No 1 (2021): Journal of Education, Humaniora and Social Sciences (JEHSS), August
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (185.344 KB) | DOI: 10.34007/jehss.v4i1.623

Abstract

The purpose of this study was to determine whether there was an effect of CTL learning and conventional learning with early mathematics abilities on the understanding of the fourth grade students of SD Negeri 117471 Sibargot. The research method used was an experiment using pre-test and post-test control group design. Hypothesis testing in this study used a two-way analysis of variance (ANOVA) test with a significance level of α = 0.05. The results of this study indicate that the sig. for CTL (MP₁) and Conventional Learning (MP₂) is the result of tcount -2.911> ttable 2.002, so it can be concluded that H1 is accepted, which means that there is a significant influence of the learning model on understanding mathematical concepts; sig value. for Mathematical Initial Ability (KAM) with the result of tcount -6.434> ttable 2.002 shows that the mean of the first group, namely high initial ability (KAMt) is higher than the second group, namely low initial ability (KAMr), so it can be concluded that H2 is accepted, which means that there is an influence. significant initial ability to understand mathematical concepts; sig value. for the effect of the Learning Method and KAM simultaneously on understanding mathematical concepts with the results of the value of Fcount 24.933> Ftable 3.16. So it can be concluded that H3 is accepted, which means that there is an effect of learning methods and Early Ability simultaneously on understanding mathematical concepts.
Pengaruh Strategi Pembelajaran Problem Solving Dan Inkuiri Dan Gaya Belajar Visual, Auditorial Terhadap Hasil Belajar Siswa Lamsihar Gandauli Ritonga; Kms. Muhammad Amin Fauzi; Tian Abdul Aziz
Journal of Education, Humaniora and Social Sciences (JEHSS) Vol 4, No 1 (2021): Journal of Education, Humaniora and Social Sciences (JEHSS), August
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (190.976 KB) | DOI: 10.34007/jehss.v4i1.625

Abstract

The purpose of this study was to determine the effect of Problem Solving and Inquiry learning strategies and Visual Auditorial Learning Styles on the learning outcomes of fourth grade students of SDN 112238 Sepadan Jaya. The research method used was an experimental method using pre-test and post-test control group design. Hypothesis testing using two-way ANOVA test. The results of this study indicate that the sig. for the effect of the learning strategy is 0.00 so that Sig. <0.05. Then the results of the Fcount value 16.425> Ftable value 3.13, it can be concluded that there is an effect of Problem Solving and Inquiry learning strategies on student learning outcomes. For the sig. for the influence of learning styles amounted to 0,000; (0.000 <0.05) so that the Sig. <0.05; and the results of the value of Fcount 16,425 <Ftable96,654 so it can be concluded that there is an effect of learning styles on student learning outcomes. However, for the learning strategy * learning style, it can be seen that the value of F = 0.000 and the value of Sig. = 0.990. While the F-table value is 3,13; (0,000 <3,13) then Fcount <Ftable. Next look at the Sig. = 0.990; (0.990> 0.05). From the results of the F test and the Sig. It is concluded that H0 is accepted, that is, there is no simultaneous influence between learning strategies and student learning styles on student learning outcomes.
The Effect of Problem Based Learning Model on Students Mathematic Representation Ability and Student Adversity Quotient at SD Islam Setia Nurul Azmi Medan Siti Fadillah; Kms. Muhammad Amin Fauzi; Anita Yus
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 3, No 3 (2020): Budapest International Research and Critics in Linguistics and Education, August
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v3i3.1214

Abstract

This study aims to determine: (1) how much influence the problem-based learning model has on students' mathematical representation abilities, (2) how much influence is the problem based learning model on students' adversity quotient, 3) whether there is an interaction between the learning model and KAM on students' representation abilities, (4) whether there is an interaction between the learning model and KAM on students' adversity quotient, and (5) how to analyze students' mathematical representation abilities seen from the indicators. This research is about quasi-experimental research. The population of this study was all fourth grade students of SD Islam Setia Nurul Azmi Medan in the academic year 2020/2021 which consisted of four classes. Samples were selected by random sample of two classes. The instruments used were the representation ability test and the attitude scale adversity quotient. The data obtained was then analyzed using ANACOVA and ANAVA in the SPSS 20 program. The results showed: 1) the magnitude influence of the PBL model on the mathematical representation ability of 0.931 or 93.1%, 2) the magnitude influence of the PBL model on the adversity quotient is 0.967 or 96.7%, 3) there is an interaction between the initial ability and PBL learning to the mathematical representation ability of students with an Fcount of 3.906 so that Ha is accepted and H0 is rejected, 4) there is no interaction between the initial ability and learning PBL to the adversity quotient for students with an Fcount of 0.198 so that H0 is accepted, 5) the ability of the student's visual representation indicator is high with an average score in the experimental class 76 and the control class 72, the ability of the student's visual representation indicator is high with an average score in the experimental class 72 and the control class 68, The indicator ability of the students' representation of words or written text was moderate with the average score in the experimental class 65 and the control class 61.
DAMPAK PENERAPAN PEMBELAJARAN DARING TERHADAP PSIKOLOGIS DAN HASIL BELAJAR SISWA KELAS VII SMPS MUHAMMADIYAH 1 MEDAN DI MASA PANDEMI COVID-19 Nabila Kyosifa; Kms. Muhammad Amin Fauzi
Pedagogik : Jurnal Ilmiah Pendidikan dan Pembelajaran Fakultas Tarbiyah Universitas Muhammadiyah Aceh Vol 10, No 1, April (2023)
Publisher : Fakultas Agama Islam Universitas Muhammadiyah Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37598/pjpp.v10i1, April.1515

Abstract

Pandemi Covid-19 telah berdampak pada bidang pendidikan, salah satunya dengan adanya pembelajaran daring. Pembelajaran daring ini juga berdampak pada psikologi dan hasil belajar siswa yang sangat penting dalam proses belajar mengajar. Penelitian ini bertujuan untuk mengetahui dampak penerapan pembelajaran daring terhadap psikologis dan hasil belajar siswa pada mata pelajaran matematika di masa pandemi covid19. Subjek pada penelitian ini adalah siswa di kelas VII T3 SMPS Muhammadiyah 1 Medan tahun ajaran 2021/2022 sebanyak 35 siswa. Penelitian ini menggunakan pendekatan kualitatif dengan jenis deskriptif. Instrumen pengumpulan data yang digunakan adalah angket untuk memperoleh data psikologis siswa dan tes untuk memperoleh hasil belajar matematika siswa serta wawancara untuk memperoleh data yang berhubungan dengan psikologis dan hasil belajar siswa pada pembelajaran matematika secara daring. Selanjutnya data dianalisis dengan skala Likert, persentase, dan indikator kognitif. Hasil penelitian menunjukan bahwa psikologis siswa kelas VII SMPS Muhammadiyah 1 Medan saat pembelajaran matematika secara daring berada pada kategori tinggi pada empat indicator, yaitu emosi, keyakinan dan skema diri, minat, dan motivasi. Hasil belajar yang diperoleh siswa kelas VII SMPS Muhammadiyah 1 Medan saat pembelajaran matematika secara daring berada pada kategori sangat tinggi.
Differences in improving learning outcomes and student learning motivation S. Sudirman; Kms. Muhammad Amin Fauzi; Anita Yus
Inovasi Kurikulum Vol 21, No 4 (2024): Inovasi Kurikulum, November 2024
Publisher : Himpunan Pengembang Kurikulum Indonesia (HIPKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v21i4.72912

Abstract

The Mathematics Learning Grade IV at SD Negeri 1 Syamtalira Bayu has yet to reach the indicators. Ideally, learning mastery occurs when 76% of students score above the Kriteria Ketuntasan Minimal (KKM). This study aims to determine the differences in students' learning outcomes and motivation through teaching using the Contextual Teaching and Learning (CTL) and discovery learning models. This quasi-experimental study involved two Grade IV-B and IV-A classes as the research sample. The research instruments used were tests and a motivation questionnaire. Data analysis was conducted using t-test and N-Gain analysis. Based on the results of the analysis, it was found that students' learning outcomes using the CTL model were higher than those using the discovery learning model. The learning motivation of students in the CTL model class was higher than in the discovery learning model class. Based on the research, the CTL model can improve students' learning outcomes and motivation. AbstrakPembelajaran Matematika di kelas IV di SD Negeri 1 Syamtalira Bayu belum mencapai indikator keberhasilan. Ketuntasan belajar idealnya terjadi apabila 76% dari keseluruhan peserta didik dikatakan tuntas atau mendapatkan nilai di atas KKM. Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar siswa melalui pengajaran dengan model Contextual Teaching and Learning (CTL) dan model discovery learning. Mengetahui motivasi belajar siswa yang diajarkan dengan model pembelajaran CTL dan model discovery learning. Penelitian ini merupakan penelitian eksperimen semu (quasi eksperiment). Sampel penelitian ini terdiri dari 2 kelas dari siswa kelas IV-B dan IV-A. Instrumen yang digunakan adalah tes dan angket motivasi belajar. Analisis data dilakukan dengan uji statistik uji-t dan N-Gain. Berdasarkan hasil analisis diperoleh hasil belajar siswa dengan model CTL lebih tinggi dari model discovery learning. Motivasi belajar siswa pada kelas model CTL lebih tinggi dari kelas model Discovery Learning. Berdasarkan hasil penelitian, model CTL dapat meningkatkan hasil belajar dan motivasi belajar siswa.Kata Kunci: Hasil belajar, motivasi belajar, model CTL, model discovery learning
Co-Authors Akhiriani Rambe Anita Yus Fadillah, Siti Ishaq Nuriadin Lamsihar Gandauli Ritonga Nabila Kyosifa S. Sudirman Tian Abdul Aziz