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All Journal Edumatsains Numeracy : Jurnal Ilmiah Pendidikan Matematika Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Basicedu JURNAL MATHEMATIC PAEDAGOGIC Ecobisma (Jurnal Ekonomi, Bisnis dan Manajemen) Didaktika: Jurnal Kependidikan Edu Cendikia: Jurnal Ilmiah Kependidikan Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) IKA BINA EN PABOLO : PENGABDIAN KEPADA MASYARAKAT Jurnal Basicedu
Laili Habibah Pasaribu
Universitas Labuhanbatu
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The Association Between Full-Day School and High School Students’ Concentration and Understanding of Mathematics Rendi Fitrah Handoko; Lily Rohanita Hasibuan; Laili Habibah Pasaribu
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 3 (2026): January
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i3.7851

Abstract

Full-day school not only serves as a system for fostering excellent concentration and understanding in children's learning, but also hones their ability to think relevantly and adds enthusiasm to their pursuit of knowledge. This study aims to determine the significant impact of full-day school on students' concentration and understanding of mathematics. The research method used was qualitative, utilizing data analysis such as validation tests, linearity tests, homogeneity tests, and T-tests. The results showed that full-day school had a significant impact, particularly on students' concentration. Initially, students were stable in their learning, but over time, their concentration weakened due to fatigue from prolonged study. This can also impact students' understanding of mathematics. In this study, the effect of full-day school on concentration and understanding of mathematics was 0.464> 0.05 and the calculated t value was 4.303> t table. It can be concluded that Ha is accepted which means there is an effect of full-day school (x) on concentration and understanding of mathematics (y). So from the explanation, it can be seen that the calculated t is greater than the t table, meaning Ho is rejected. There is a significant influence between full day school on concentration and understanding of mathematics in SMA Swasta HAS SEPAKAT.
Pengaruh Problem Based Learning (PBL) terhadap Kemampuan Berpikir Kritis Siswa MTs: The Influence of Problem Based Learning (PBL) on the Critical Thinking Skills of MTs Students Nur Khilal Zahra Siregar; Eva Julyanti; Laili Habibah Pasaribu
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 01 (2026): Call for Papers April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i01.8131

Abstract

Critical thinking is a high-level thinking skill that is very important in learning mathematics. However, students' critical thinking skills at the Madrasah Tsanawiyah level remain relatively low due to a teacher-centered learning process. Therefore, a learning model that encourages active student involvement in the problem-solving process is needed. This study aims to determine the effect of the Problem-Based Learning (PBL) model on the critical thinking abilities of grade VIII MTs students regarding the topic of probability. This study uses a quantitative, quasi-experimental research design with a pretest-posttest control group. The research sample comprised 67 students: 30 in the experimental class and 37 in the control class. The research instrument was an essay test used to measure students' critical thinking ability. Data analysis was conducted using normality and homogeneity tests, paired-samples t-tests, independent-samples t-tests, and N-Gain calculations to determine increases in students' abilities. The results showed that the application of the Problem-Based Learning (PBL) model had a significant effect on students' critical thinking ability (p=0.000 < 0.05). The average score of students in the experimental class increased from 40.67 in the pretest to 80.83 in the posttest, while the control class showed no significant improvement. The results of the N-Gain calculation showed that the increase in critical thinking skills in the experimental class was in the medium category, with a value of 69.2%, whereas the control class was in the low category, with a value of 0.5%. Thus, the Problem-Based Learning (PBL) model has proven effective at improving students' critical-thinking skills in probability.
Co-Authors Afrindah Wulandari Amin Harahap anissa khairiyah Bela Apriliani Cantika Meiysalika Harahap Dana Romadhoni Dede Apriani Eva Julyanti Hasan Hasan Hotna Sarida Harahap Indah Fitria Rahma Irma Yanti Irmayanti Islamiani Sahfitri Lia Sahena Munthe Lily Rohanita Hasibuan Mahdalena Mahdalena Marni Marni Melinda Melinda Nur Khilal Zahra Siregar Nurjannah Nurlina Ariani Hrp Nurlina Ariani Hrp Nurlina Ariani Hrp Olivia Dwi Chanda Pinta Romaito Br Sagala Rabiatul Adawiyah Nasution Rahmi Nazliah Rendi Fitrah Handoko Rohani Shella Wahyuni Siregar, Sakinah Ubudiyah supartik supartik Tata Suhita Pramesty Tata Suhita Pramesty Tuti Alawiyah Prastiwi Damanik Widya Dwi Indriani