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STRATEGI MULTI REPRESENTASI DENGAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA Hutagaol, Kartini
Jurnal Padegogik Vol 1 No 1 (2018): Jurnal Padegogik: Januari 2018
Publisher : LPPM Universitas Advent Indonesia

Penelitian ini bertujuan untuk: (1) membangun kepercayaan, kebebasan dalam diri siswa melalui bentuk representasi yang dipilihnya, (2) mengetahuipeningkatan (gain) kemampuan pemecahan masalah matematis siswa, dan (3) mengetahui interaksi antara faktor pembelajaran dengan gain kemampuan pemecahan masalah matematis siswa. Penelitian ini adalah penelitian eksperimen dengan desain kelompok kontrol, pretes dan postes. Populasi penelitian ini adalah siswa SMP Kabupaten Bandung Barat. Sedangkan sampelnya adalah diambil dua kelas secara acak siswa kelas VIII SMP Negeri 1 Cisarua mewakili sekolah level sedang dan dua kelas siswa kelas VIII SMP Negeri Satu Atap Kertawangi mewakili siswa sekolah level rendah. Hasil temuan dalam penelitian ini adalah bahwa peningkatan atau gain siswa yang belajar dengan strategi multi representasi berbeda secara signifikan dibandingkan dengan gain kemampuan pemecahan masalah matematis siswa yang belajar dengan konvensional. Siswa yang berpengetahuan awal tinggi lebih memilih representasi aljabar dan lebih terampil dalam menggunakan berbagai bentuk reprentasi, siswa yang berpengetahuan awal sedang lebih memilih representasi tabel dan siswa yang berpengetahuan awal rendah lebih menyukai representasi skema. Selanjutnya interaksi yang terjadi lebih efektif pada siswa yang berpengetahuan awal sedang dan rendah.Kata Kunci: Strategi Multi Representasi, Kemampuan Pemecahan Masalah Matematis siswa.

PENDEKATAN FAITH LEARNING DALAM PEMBELAJARAN MATEMATIKA Hutagaol, Kartini
Jurnal Padegogik Vol 1 No 2 (2018): Jurnal Padegogik: Juli 2018
Publisher : LPPM Universitas Advent Indonesia

Teachers needs to be aware that there is no single way to learn the most correct,there is no way to teach the best or superior, because peoples are differ in intellectual abilities,attitudes, and personality. There can be no 'right test' way to study nor 'best' way to teach.Teachers are free to choose their own way and style in teaching and learning to achieve thegoals that have been determined by considering the conditions of each student. But there is alittle message in the particular subject matter of mathematics teaching in the classroom thatcreate an impression of each student when they leave the classroom students are expected todiscuss pleasant things which has happened, beside mathematics, to the new math coursefollowed, and it is expected that they will continue to smolder spirit until the next day. Thereforteachers need such effort and patience in providing the right motivation. Strong motivation inmathematics teaching is not just words, but stimulation through teaching techniques as theproper way to make students happy and more interested towards mathematics. The ways thatexpected to eliminate problems such as fear or mathematics anxiety, which is a commonproblem for many years. Faith based learning correlates learning particular subject matter inmathematics with the Word of God, students are directed always willing accept wisdom andknowledge of God. Teaching that leads to the heavenly teaching method to love God. Teachingin accordance with the criteria written in the book of Galatians 5:22-23, which are; love, joy,peace, patience, kindness, goodness, faithfulness, gentleness, and selfs control. ThePENDEKATAN FAITH LEARNING DALAM PEMBELAJARAN MATEMATIKAKartini HutagaolFakultas Keguruan dan Ilmu PendidikanUniversitas Advent Indonesiakartinih_smant@yahoo.com33expecttation by integrating faith in the teaching of mathematics is to form student Godlycharacter for present and eternal life to come.

MODEL PEMBELAJARAN KOOPERATIF ING NGARSA SUNG TULADHA Hutagaol, Kartini; Saija, Louise M.; Simanjuntak, Debora C. C.
Jurnal Padegogik Vol 1 No 2 (2018): Jurnal Padegogik: Juli 2018
Publisher : LPPM Universitas Advent Indonesia

Today it is often seen on television shows that moral damage to national graduatesis very worrying, acts of corruption (bribery cases), juvenile delinquency, brawls betweenstudents with physical violence, brutal suicide bombings, and anarchists. In responding to thereality of the moral crisis, the alarming character crisis faced by the Indonesian Nation, the2013 Curriculum has emphasized and directed the nature of education to improve attitudes,which is the essence of education in the real context, as also believed by Ki Hadjar Dewantara,MODEL PEMBELAJARAN KOOPERATIF ING NGARSA SUNG TULADHAKartini Hutagaol1, Louise M. Saija2, Debora C. Simanjuntak390regarding the effort in debriefing the national spirit , the spirit of brotherhood, protecting thosewho apply values that exemplify manners, to form moral people, who have a mind set (tocommit) that is in harmony with social values. The author team conducted a cooperativelearning model design that inspired the idea of Ki Hadjar Dewantara, as revealed by Soedjadi"is it not possible to develop learning models or methods that rely on our own philosophy?Furthermore, Soedjadi said, "once again, it is not impossible that new developments aboutlearning models in Indonesia, that model will affect learning in Indonesia." To addressSoedjadi's expression, the writer's team was challenged to design Ing Ngarsa Sung Tuladha'scooperative learning model, in response to Soedjadi's statement (1999, p. 104) "The authorfeels confident that it is possible to construct a learning model that breathes the idea of KiHadjar Dewantara. This early stage research is conducting an empirical study of learningmodels designed to direct, instill attitudes and character in which the teacher / lecturer isplaced or positioned as a leader, who will provide examples or good examples continuously,giving noble examples to those he leads . All of that aims to ignite the souls of the graduates tobecome leaders who have a nationality, unity, brotherhood, without discriminating ethnicity,customs, and religion, so as to avoid violence and anarchism. Empirical study research in theprocess of running, carried out in higher education, high school, junior high school,elementary school in the West Java region. The target population of tertiary education isstudents of the Faculty of Economics in West Java who study Mathematics Economics, andstudents of elementary, middle and high school in West Java. In this empirical research thefirst phase involved 3 students of English B. Study Program and 3 students of MathematicsStudy Program. Provisional assumptions that attitudes, learning outcomes, teamwork,leadership ability, ability to ask questions and provide answers to questions from students arebetter than those who do not use Ing Ngarsa Sung Tuladha's Cooperative Learning Model.

STRATEGI MULTI REPRESENTASI DENGAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA Hutagaol, Kartini
Jurnal Padegogik Vol 2 No 2 (2019): Jurnal Padegogik: Juli 2019
Publisher : LPPM Universitas Advent Indonesia

This study aims to: (1) build trust, freedom in students through their chosen form of representation, (2) to know the improvement of students' mathematical problem solving ability, and (3) to know the interaction between learning factor and gain mathematical problem solving ability students. This research is an experimental research with control group design, pretest and postes. The population of this research is junior high school student of West Bandung Regency. While the sample is taken two classes at random class VIII students SMP Negeri 1 Cisarua representing middle school and two classes of students of class VIII SMP Negeri Satu Atap Kertawangi representing low school level students. The findings in this study are that the increase or gain of students who learn with multi- representation strategy is significantly different compared with the gain of mathematical problem solving ability of students who study with conventional. Students with a high prior knowledge prefer algebraic representation and are more skilled in using various forms of reprentation, early knowledgeable students prefer desk representation and low-priority students prefer schematic representations. Furthermore, the interaction is more effective for students with moderate and low knowledge. Keywords: Multi Representation Strategy, Student Mathematical Problem Solving Ability

PENINGKATAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS MELALUI MODEL PEMBELAJARAN THE POWER OF TWO DAN THINK TALK WRITE Tambunan, Meti; Hutagaol, Kartini
Jurnal Padegogik Vol 2 No 1 (2019): Jurnal Padegogik: Januari 2019
Publisher : LPPM Universitas Advent Indonesia

Abstract: This study aims to improve the mathematical concepts comprehension of junior high school students. This comparatively designed study was carried out by using two cooperative learning models, namely The Power of Two (TPOT) type, and the Think Talk Write (TTW) type. This study was carried out at two classes from class VII of SMPN 3 Lembang, West Bandung. The instrument used was a test of mathematical concepts comprehension on the subject of Social Arithmetic in the form of subjective tests and student response questionnaires. The findings from the results of this study are that an increase in the mathematical concepts comprehension in students who obtained the cooperative model The Power Of Two (TPOT) type is 0.85, and students who obtained the Think Talk Write (TTW) type cooperative model is 0.83, which are both in the high category. There was no significant difference in the improvement of students' mathematical concepts comprehension between students who obtained the cooperative model The Power Of Two (TPOT) type and students who obtained the Think Talk Write (TTW) type cooperative model. Students are happy with the cooperative learning model The Power Of Two (TPOT) type. Keyword: Mathematical Concepts Comprehension , Cooperative Learning, The Power Of Two (TPOT), Think Talk Write (TTW)

Kajian Tentang Uji Asumsi Klasik Berbantuan SPSS Hutagaol, Kartini
Jurnal Padegogik Vol 8 No 2 (2025): Jurnal Padegogik, Juli 2025
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/jpd.v8i2.4173

The purpose of this article is to provide examples of the correct steps in using statistical tools in non-exact research. The use of statistical models should be appropriate to the problem being studied and the research needs. If statistical tools are not tailored to the research needs, the research results will be less reliable and will jeopardize the accuracy and validity of data interpretation. In reality, errors still occur in the use of statistical analysis tools. Therefore, this article can be useful as an example to assist students in writing their theses, specifically regarding the use of classical assumption test models. It is hoped that errors can be corrected to ensure the accuracy and validity of data interpretation are in line with the assumptions of the research problem.

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