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All Journal Paradikma: Jurnal Pendidikan Matematika Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Basicedu Journal on Education Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal) Journal Mathematics Education Sigma [JMES] Jurnal Basicedu Jurnal Adijaya Multidisiplin Edumaspul: Jurnal Pendidikan Inovasi Kurikulum
Asmin Asmin
Universitas Negeri Medan
Religion Humanities Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Pengaruh Model Pembelajaran Project Based Learning terhadap Motivasi dan Hasil Belajar Matematika Siswa Sekolah Dasar Lenny Gusti Anggraini; Asmin Asmin; Mulyono Mulyono
Jurnal Basicedu Vol 7, No 1 (2023): February
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v7i1.4383

Abstract

Covid 19 tidak menunjukkan motivasi atau hasil belajar siswa. terutama matematika kelas lima. Dengan demikian, yang diselidiki adalah: Apakah model pembelajaran PjBL atau DI menghasilkan hasil yang unggul, menginspirasi siswa, dan terlibat satu sama lain. Rancangan faktorial ini berupa eksperimen semu (2x2). Penelitian ini melibatkan 85 siswa kelas V SDN 060911 Medan Denai. Tes kemajuan akademik dan survei yang dirancang untuk mengukur motivasi intrinsik digunakan untuk mengumpulkan informasi untuk riset ini. Studi tersebut menemukan bahwa: Ada kemungkinan untuk mendapatkan hipotesis dengan cara ini (Fhitung=44,90>Ftabel= 3,96) sehingga H0 ditolak serta H1 diperoleh. Perihal ini membuktikan jika contoh pengajaran PjBL membagikan hasil yang lebih positif untuk peserta didik dibanding dengan model DI sehingga mendukung Hipotesis II (Fhitung= 7,46>Ftabel= 3,96) sehingga H0 ditolak serta H1 diperoleh. Perihal ini berarti semangat belajar peserta didik yang diajarkan dengan bentuk PjBL lebih bagus dari dorongan peserta didik yang diajarkan dengan bentuk DI; HipotesisIII diperoleh (Fhitung= 4,11>Ftabel=3,96) sehingga H0 ditolak serta H1 diperoleh. Ditetapkan jika hasil berlatih peserta didik berhubungan dengan cara penting dengan contoh kegiatan belajar mengajar yang mereka hadapi.
Analisis Kesalahan Siswa Dalam Menyelesaikan Soal Cerita Pada Materi Aljabar Di SMP Negeri 43 Medan T.A. 2021/2022 Sudaryani Manurung; Asmin Asmin
Jurnal Adijaya Multidisplin Vol 1 No 01 (2023): Jurnal Adijaya Multidisiplin (JAM)
Publisher : PT Naureen Digital Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (539.05 KB)

Abstract

Artikel Penelitian ini bertujuan untuk mengetahui jenis kesalahan siswa dalam menyelesaikan soal cerita pada materi Aljabar dan mengetahui proses jawaban siswa dalam menyelesaikan soal cerita pada materi Aljabar. Peneletian ini merupakan penelitian deskriftif kuantitatif-kualitatif dengan subjek dalam penelitian adalah 30 orang siswa/i kelas VII SMPN 43 Medan pada tahun ajaran 2021/2022 semester genap. Pengambilan subjek wawancara diambil dari kategori sangat rendah, rendah, sedang, dan tinggi. Penentuan subjek ini berdasarkan saran dari guru mata pelajaran matematika. Teknik pengumpulan data meliputi hasil tes soal cerita materi Aljabar, wawancara, dan dokumentasi. Berdasarkan hasil penelitian dapat disimpulkan bahwa pada kategori tinggi siswa tidak menuliskan jawaban akhir yang ia peroleh. Pada kategori sedang siswa cenderung melakukan kesalahan pada tahap keterampilan proses dan penulisan jawaban akhir. Pada kategori rendah siswa cenderung melakukan kesalahan memahami masalah, keterampilan proses dan penulisan jawaban akhir. Pada kategori sangat rendah siswa cenderung melakukan kesalahan pada tahap memahami soal, transformasi, keterampilan proses dan juga penulisan jawaban akhir. Selain itu pada proses jawaban siswa masih terdapat banyak kesalahan yang dilakukan siswa dalam menyelesaikan soal cerita. Termasuk kesalahan dalam objek matematika yang terdapat pada proses penyelesaian jawaban siswa yaitu kesalahan pada konsep, kesalahan operasi dan juga kesalahan prinsip.
Upaya Meningkatkan Kemampuan Pemecahan Masalah Matematik Siswa Dengan Menerapkan Model Pembelajaran Problem Based Learning (PBL) Di SMP Negeri 2 Mardingding Jaka Supan Sakti Sembiring; Asmin Asmin
Journal on Education Vol 7 No 1 (2024): Journal on Education: Volume 7 Nomor 1 Tahun 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v7i1.6783

Abstract

The aim of this study was to enhance students' mathematical problem-solving abilities in class VII of SMP Negeri 2 Mardingding by using a problem-based learning model in the spatial geometry curriculum on the data side. Thirty-two students from SMP Negeri 2 Mardingding's VII-1 class participated in this study. Six of the thirty-two students, averaging fifty-two, completed the initial ability test and satisfied the learning objectives. According to the guidelines for using the learning model, cycle I students' average ability was 64.15, and 13 out of 32 students, or 40.62%, finished the course. In cycle II, 28 students, or 87.5%, finished with an average score of 80.2 out of 32. Based on learning management data, the average ability of educators in cycle I varied from 3.16 to 3.44 in cycle II, with a very excellent category, according to the researcher. It may be said that this research was effective as the Problem Based Learning learning model has succeeded in reaching the classical learning completion objective, as evidenced by the fact that 87.5% of students in this class attained a learning outcome percentage of ≥ 85%.
The effect of applying the problem-based learning model on the mathematical problem-solving ability of grade X students at MAS Madinatussalam, Sei Rotan Village Ersandi Lazuardi; Asmin Asmin
Edumaspul: Jurnal Pendidikan Vol 9 No 2 (2025): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v9i2.9117

Abstract

This research was conducted with the aim of: (1) knowing the differences in students' mathematical abilities before and after being given treatment using the Problem Based Learning (PBL) learning model, (2) knowing the effect of the Problem Based Learning learning model on students' mathematical problem solving abilities, (3) knowing the differences in students' mathematical problem solving abilities taught with the Problem Based Learning learning model and the Conventional learning model, (4) knowing how the students' answer process was in the Problem Based Learning class posttest, with a pretest-posttest design. The research subjects were 30 students, and the learning was carried out in four meetings. The data collection methods used were through pretest and posttest of students' mathematical problem solving abilities, observation of teacher activities, and observation of student activities. The results of the study showed that: (1) the results of the Paired Sample t-test showed that the calculated t-value (4.352) > t-table (1.697) and the Sig. value. (0.000) < (0.05, then H0 is rejected and H1 is accepted, meaning there is an average difference in students' mathematical problem solving abilities before and after the PBL model is applied. (2) the results of the simple linear regression test obtained a Sig. value (0.000) < (0.05) and t-count (4.779) < t-table (1.697), H0is rejected and H1 is accepted, meaning that the Problem Based Learning learning model has a significant effect on students' mathematical problem solving abilities, (3) the results of the independent sample t-test can be seen from the calculated t value (8.501) > t table (1.697) and the Sg. value (0.001) < (0.05), then H0is rejected and H1 is accepted, meaning there is an average difference in the final (posttest) mathematical problem solving abilities of students in the Problem Based Learning class and the Conventional class, (4) the process of students' answers in the final test with the PBL model shows that the category of students' problem-solving abilities in the final test is already in the very good category, this can be seen from the average post-test score of the PBL class which is 90. Therefore, it is recommended for mathematics teachers to use the Problem Based Learning learning model as an effort to improve students' mathematical problem-solving abilities.
Development of learning videos through the problem-based learning model to improve learning outcomes and creativity of Grade V students Fajar Solidman Larosa; Asmin Asmin; Wildansyah Lubis
Inovasi Kurikulum Vol. 21 No. 2 (2024): Inovasi Kurikulum, May 2024
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v21i2.68590

Abstract

This study assessed the feasibility and effectiveness of developing Problem-Based Learning (PBL) learning videos related to fractional lesson content for fifth-grade students at SDN 101764 Bandar Klippa. This research is related to implementing the ADDIE development model (Analysis, Design, Development, Implementation, Evaluation) in the research and development of learning videos. This study involved twenty-five students in Class V of SDN 101764 Bandar Klippa. The instruments used by researchers for data acquisition include observation, interviews, validation questionnaires, and tests. The developed Problem-Based Learning model is validated by expert validators based on the findings of learning research videos. From the results of the validity test by validators, the percentage of material expert eligibility of 95.2 percent of the criteria is very valid, the design expert's feasibility percentage of 96.19 percent is considered very valid, the media expert produces a validity level of 90 percent of the very valid criteria. The small group trial resulted in an efficient criteria percentage of 89.89 percent. The percentage of practicality of field test results of 91.48 percent is an efficient criterion. Effectiveness was achieved at the field trial stage, with 22 students (approximately 88 percent) passing the post-test. A gain score of 0.615 meets the criteria of moderate effectiveness. Based on empirical observations that show an increase in learning outcomes by 84 percent and an increase in student creativity by 100 percent, it is determined that Problem-Based Learning learning videos can effectively perfect the mathematics curriculum of grade V students of SDN 101764 Bandar Klippa.   Abstrak Tujuan penelitian ini adalah untuk menilai kelayakan dan efektivitas pengembangan video pembelajaran berbasis Problem Based Learning (PBL) yang berkaitan dengan isi pelajaran pecahan untuk peserta didik kelas lima di SDN 101764 Bandar Klippa. Penelitian ini berkaitan dengan implementasi model pengembangan ADDIE (Analysis, Design, Development, Implementation, Evaluation) dalam konteks penelitian dan pengembangan video pembelajaran. Penelitian ini melibatkan dua puluh lima peserta didik yang terdaftar di Kelas V SDN 101764 Bandar Klippa. Instrumen yang digunakan peneliti untuk perolehan data meliputi observasi, wawancara, angket validasi, dan tes. Model Problem Based Learning yang dikembangkan divalidasi oleh validator ahli berdasarkan temuan video penelitian pembelajaran. Dari hasil uji validitas oleh validator persentase kelayakan ahli materi sebesar 95,2 persen kriteria sangat valid, ahli desain persentase kelayakan sebesar 96,19 persen dinilai sangat valid, ahli media menghasilkan tingkat validitas 90 persen kriteria sangat valid. Hasil uji coba kelompok kecil menghasilkan persentase kriteria sangat praktis sebesar 89,89 persen. Persentase kepraktisan hasil uji lapangan sebesar 91,48 persen merupakan kriteria sangat praktis. Efektivitas dicapai pada tahap uji coba lapangan dengan 22 peserta didik (sekitar 88 persen) yang lulus post-test; skor gain sebesar 0,615 memenuhi kriteria efektivitas sedang. Berdasarkan observasi empiris yang menunjukkan adanya peningkatan hasil belajar sebesar 84 persen dan peningkatan kreativitas peserta didik sebesar 100 persen, ditetapkan bahwa video pembelajaran Problem Based Learning dapat menjadi sarana yang efektif untuk menyempurnakan kurikulum matematika peserta didik kelas V SDN 101764 Bandar Klippa. Kata Kunci: hasil belajar; kreativitas; pembelajaran berbasis masalah; video pembelajaran
Co-Authors Abdul Halim Agustina Hariani Panjaitan Ahyaningsih, Faiz . Aryadhana Aryadhana Bornok Sinaga Dian Armanto Edy Surya Efiyanti Siregar Elmanani Simamora Elvis Napitupulu Ersandi Lazuardi Fajar Solidman Larosa Jaka Supan Sakti Sembiring Khairatun Nisa Rambe Khairin Nazmi AR Lenny Gusti Anggraini mulyono mulyono Nida UL Husnah Rosmawaty Simatupang Sudaryani Manurung Wildansyah Lubis Yunita Sari