Article Per Year (5 Year)
p-Index From 2021 - 2026
0
P-Index
This Author published in this journals
All Journal Paradikma: Jurnal Pendidikan Matematika
Erika Nora Simamora
Dinas Sosial
Education Mathematics Other

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
PEMBELAJARAN INKUIRI SEBAGAI UPAYA PENINGKATAN BERPIKIR KRITIS DAN KOMUNIKASI MATEMATIS SISWA SEKOLAH MENENGAH PERTAMA Erika Nora Simamora
PARADIKMA: JURNAL PENDIDIKAN MATEMATIKA Vol 2, No 1 (2009): PARADIKMA JURNAL PENDIDIKAN MATEMATIKA
Publisher : Study Program of Mathematics Education of Unimed Postgraduate Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/paradikma.v4i1.748

Abstract

The study was conducted to improve the ability of critical thinking and mathematical communication students of SMP Negeri 14 Medan. This was an experimental study where the population is all students in grade IX SMP Negeri 14 Medan, which consisted of five classes. Samples were selected at random simple two classes so that the selected class IX (D) to control the class and class IX (E) be a class experiment where each class consists of 40 students. The instruments used in this study namely, tests of critical thinking skills and communication ability test shaped mathematical description of each test consists of 4 questions. The instrument has been tested and found valid and the reliability coefficient of 0.935 and 0.95 respectively for the ability of critical thinking and mathematical communication skills. The test is given twice before (pretest) and after (posttest) of learning. Conclusion of the study: (1) increase students 'critical thinking skills inquiry learning junior who received 0.3974 (39.74%) better than students who received conventional learning 0.274 (27.40%), (2) improving students' mathematical communication skills junior who received inquiry learning 0.3317 (33.17%) better than students who received conventional learning 0.257 (25.70%), (3) the pattern of responses of the students who followed the inquiry learning better than students who received conventional teaching based on value scores obtained by each class.
Co-Authors