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<![CDATA[THE MANUAL OF PROFESSIONAL COMPETENCE OF THE PROSPECTIVE GRADUATES OF MATHEMATIC EDUCATION FACULTY OF ISLAMIC EDUCATION AND TEACHERS TRAINING THE STATE ISLAMIC UNIVERSITY OF NORTH SUMATRA MEDAN ]]>
<![CDATA[Mara Samin Lubis]]>;
<![CDATA[Eka Khairani Hasibuan]]>;
<![CDATA[Siti Maysarah]]>;
<![CDATA[Ella Andhany]]>
<![CDATA[ INTERNATIONAL JOURNAL ON LANGUAGE, RESEARCH AND EDUCATION STUDIES Vol 3, No 2 (2019): Language, Research and Education ]]>
Publisher : <![CDATA[State Islamic University of North Sumatra Indonesia ]]>
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<![CDATA[The purpose of this study is to find out: 1) Feasibility of the professional competence manual for prospective graduates of Mathematics Education at Faculty of Islamic Education and Teachers Training of the State Islamic University of North Sumatra Medan. 2) The student's response to the guidebooks for Professional Competencies in Undergraduate Mathematics Education Department of Faculty of Isalmic Education and Teachers Training of the State Islamic University of North Sumatra Medan. This is Research and Development tye that is using a model developed by Thiagarajan which is a 4 D (Four D) model consisting of 4 stages, called define, design, develop, and disseminate. The results of this study are that the professional competency guideline book for Mathematics Education graduates has met the valid and practical criteria which can be seen from the average recapitulation of the results of the validation team's assessment obtained by 3.43 with good criteria. So that the lattice guidebook is suitable to be used in lecture programs. In general, the students' response to the Mathematics Education student professional competency guidebook book was very positive, which was 87.55%. Keywords: Manual, Professional Competence, Mathematic Education, Faculty of Islamic Education and Teacher Training, UIN of North Sumtra]]>
<![CDATA[PERBEDAAN KEMAMPUAN BERPIKIR KREATIF MATEMATIS SISWA YANG DIAJAR DENGAN PEMBELAJARAN KOOPERATIF THINK PAIR SHARE (TPS) DAN STUDENT TEAMS ACHIEVEMENT DIVISION (STAD) PADA PEMBELAJARAN MATEMATIKA DI MTs SWASTA UMAR BIN KHATTAB ]]>
<![CDATA[Dayana Lafadilla Purba]]>;
<![CDATA[Ella Andhany]]>
<![CDATA[ AXIOM : Jurnal Pendidikan dan Matematika Vol 7, No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sumatera Utara Medan ]]>
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DOI: 10.30821/axiom.v7i1.1768
<![CDATA[This study aims to determine whether there is a difference in the ability of students' mathematical creative thinking that is taught by cooperative learning Think Pair Share (TPS) and cooperative Student Teams Achievement Division (STAD) on math learning at Private MTs Umar Bin Khattab. This research is a quantitative research with experimental research approach. The population is a student of class VII of Private MTs Umar Bin Khattab of the academic year 2017/2018 consisting of 2 classes. Of the 2 classes taken entirely; VII-1 class of 29 students as experiment class A with Think Pair Share (TPS) and VII-2 cooperative learning as many as 30 students as experimental class B with Student Teams Achievement Division (STAD) learning, where the two classes are sampled in research. Data collection techniques are observation and description test. Before this test is established as a data collection tool, it is first tested in class VIII Private MTs Umar Bin Khattab to see the validity, reliability, difficulty and differentiation of the problem. Data analysis consists of two parts: descriptive analysis and inferential analysis. The average value of post experimental class A test result is 87,414 and the average value of post-test of experiment class B is 80,167 and the difference of post-test result value between experimental class A and B is 7,247. From result of data analysis post-test experiment class A obtained Lcount≤Ltable that is 0,096 ≤ 0,163, and data post-test experiment class B obtained Lcount≤Ltablethat is 0,148≤0,161. So the post-test data of both experimental classes is Normal distributed. From the homogeneity test of post-test data both samples are homogeneous, where C2count< C2table is 0.001 <3.841. After hypothesis testing using t-test found that tcount>ttable is 1.703> 1.676 then Ho is rejected and Ha accepted. Thus it can be concluded that there are differences in the ability of students' mathematical creative thinking that is taught by cooperative learning Think Pair Share (TPS) and Student Team Achievement Division (STAD) on math learning at Private MTs Umar Bin Khattab.]]>
<![CDATA[ANALISIS KESULITAN SISWA DALAM MENYELESAIKAN SOAL CERITA MATERI HIMPUNAN DITINJAU DARI TAHAPAN NEWMAN PADA KELAS VII MTS NEGERI HAMPARAN PERAK T.A 2017/2018 ]]>
<![CDATA[Rizky Sundari]]>;
<![CDATA[Ella Andhany]]>;
<![CDATA[Sajaratud Dur]]>
<![CDATA[ AXIOM : Jurnal Pendidikan dan Matematika Vol 8, No 2 (2019) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sumatera Utara Medan ]]>
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DOI: 10.30821/axiom.v8i2.6338
<![CDATA[This study aims to analyze the difficulties faced by students in solving story questions on set material in class VII MTs Negeri Hamparan Perak Academic Year 2017/2018. This research is a qualitative descriptive study. In collecting data, the methods used are observation, interview and documentation. In analyzing research data using data exposure, data reduction, and drawing conclusions. The questions used were as many as 4 problems of set stories. Subjects in the study of students of class VII-A State of Hamparan Perak State MTs, amounting to 20 students with selected respondents 3 students in the category of high, medium, and low story problem solving ability. The results showed that the three subjects made errors in transformation (transformation error), processing error (processing error), and error writing the final answer (encoding error). The factor causing this error is because the subject failed in turning the story problem into a mathematical model which results in the subject being wrong in the process of completion, writing the final answer and the existence of a careless factor.]]>
<![CDATA[PENGARUH MODEL PEMBELAJARAN NUMBERED HEAD TOGETHER DAN REALISTICS MATHEMATIC EDUCATION TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA DI SMA NEGERI 11 MEDAN ]]>
<![CDATA[Nella Putriyani Siregar]]>;
<![CDATA[Ella Andhany]]>
<![CDATA[ AXIOM : Jurnal Pendidikan dan Matematika Vol 9, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sumatera Utara Medan ]]>
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DOI: 10.30821/axiom.v9i1.7253
<![CDATA[Abstrak:Penelitian ini bertujuan untuk mengetahui pengaruh kemampuan berpikir kritis dan kemampuan pemecahan masalah matematis siswa yang diajar dengan model pembelajaran Numbered Head Together dan model pembelajaran Realistics Mathematic Education di kelas XI SMA Negeri 11 Medan. Penelitian ini merupakan peneltian kuantitatif dengan jenis penelitian kuasi eksperimen. Populasi penelitian ini adalah seluruh siswa kelas XI SMA Negeri 11 Medan yang terdiri dari 2 kelas dan berjumlah 60 siswa, yang juga dijadikan sampel pada penelitian ini yakni sebagai sampel jenuh. Instrumen tes yang digunakan adalah dengan tes kemampuan berpikir kritis dan tes kemampuan pemecahan masalah berbentuk uraian. Analisis data dilakukan dengan analisis vaian (ANAVA). Hasil temuan ini menunjukkan: 1) Kemampuan berpikir kritis matematika siswa yang diajar dengan menggunakan model pembelajaran Numbered Head Together lebih baik dari pada siswa yang diajar dengan model pembelajaran Realistics Mathematic Education pada materi turunan fungsi; 2)Kemampuan pemecahan masalah matematika siswa yang diajar dengan menggunakan model pembelajaran Numbered Head Together tidak lebih baik dari pada siswa yang diajar dengan model pembelajaran Realistics Mathematic Education pada materi turunan fungsi; 3) Kemampuan berpikir kritis dan pemecahan masalah matematika siswa yang diajar dengan menggunakan model pembelajaran Numbered Head Together lebih baik dari pada siswa yang diajar dengan model pembelajaran Realistics Mathematic Education pada materi turunan fungsi; 4) Terdapat interaksi yang signifikan antara model pembelajaran yang digunakan terhadap kemampuan berpikir kritis dan pemecahan masalah matematika siswa pada materi turunan fungsi. Simpulan dalam penelitian ini menjelaskan bahwa kemampuan berpikir kritis dan pemecahan masalah matematika siswa lebih sesuai diajarkan dengan Model Pembelajaran Numbered Head Together dari pada Model Pembelajaran Realistics Mathematic Education pada materi turunan fungsi. Kata Kunci:Kemampuan Berpikir Kritis, Kemampuan Pemecahan Masalah Matematis, Model Pembelajaran Numbered Head Together, Model Pembelajaran Realistics Mathematic Education Abstract:This study aims to determine the effect of critical thinking skills and mathematical problem solving abilities of students who are taught with the Numbered Head Together learning model and the Realistic Mathematic Education learning model in class XI of SMA Negeri 11 Medan. This research is a quantitative research with the type of research that is quasi experiment. The population of this study was all students of class XI of SMA Negeri 11 Medan consisting of 2 classes and totaling 60 students, who were also sampled in this study as saturated samples. The test instrument used was a critical thinking ability test and a problem solving ability test in the form of a description. Data analysis was performed by analysis of variants (ANAVA). These findings show: 1) The ability to think critically the mathematics of students taught using the Numbered Head Together learning model is better than students taught with the Realistic Mathematic Education learning model on functional derivative material; 2) The ability to solve mathematical problems of students who are taught using the Numbered Head Together learning model is no better than students who are taught with Realistic Mathematic Education learning models on functional derivative material; 3) The ability to think critically and solve mathematical problems of students taught using the Numbered Head Together learning model is better than students taught with Realistic Mathematic Education learning models on functional derivative materials; 4) There is a significant interaction between the learning models used in critical thinking skills and students' mathematical problem solving on functional derivative material. The conclusion in this study explains that the ability to think critically and solve students' mathematical problems is more suitable to be taught with the Numbered Head Together Learning Model than the Realistic Mathematic Education Learning Model on functional derivative material. Keywords:Critical Thinking Ability, Mathematical Problem Solving Ability, Numbered Head Together Learning Model, Realistic Mathematic Education Learning Model]]>
<![CDATA[PENGEMBANGAN MODUL BERBASIS PROBLEM BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA DI MAN 3 LANGKAT ]]>
<![CDATA[Nanda Aulia]]>;
<![CDATA[Nurmawati Nurmawati]]>;
<![CDATA[Ella Andhany]]>
<![CDATA[ AXIOM : Jurnal Pendidikan dan Matematika Vol 9, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sumatera Utara Medan ]]>
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DOI: 10.30821/axiom.v9i2.7822
<![CDATA[Abstrak:Penelitian ini dilakukan untuk mengembangkan modul berbasis Problem Based Learning pada materi aturan pencacahan yang layak, valid, dan juga efektif digunakan untuk mengukur kemampuan komunikasi matematis siswa. Jenis penelitian yang digunakan adalah penelitian Research and Development (R&D) atau penelitian pengembangan yang terdiri dari 3 tahap yaitu tahap define (pendefinisian), tahap design (perencanaan), dan tahap develop (pengembangan). Subjek penelitian ini adalah siswa kelas XI IPA MAN 3 Langkat. Hasil penelitian menunjukkan bahwa hasil validasi modul adalah 4,33 berada pada kategori layak tanpa revisi dengan skor ≥ 2,5. Angket respon guru yang merupakan komponen kelayakan menunjukkan hasil yang sangat positif dengan nilai 94% atau berada di antara interval 85% ≤ RS ≤ 100%. Angket respon peserta didik yang merupakan komponen efektivitas dengan nilai 85% atau berada pada interval 85% ≤ RS ≤ 100% dengan kategori sangat positif. Tes kemampuan komunikasi matematis menunjukkan skor peningkatan 0,42 dengan kategori sedang. Disimpulkan bahwa modul yang dikembangkan memenuhi kriteria efektif. Kata Kunci: Modul, Problem Based Learning, Komunikasi Matematis Abstract:This research was conducted to develop a module based on Problem Based Learning on enumeration rules material that is feasible, valid, and also effective to measure students' mathematical communication skills. The type of research used is Research and Development (R & D) research or development research which consists of 3 stages, namely the define stage, the design stage (planning), and the develop stage. The subjects of this study were students of class XI IPA MAN 3 Langkat. The results showed that the result of module validation was 4.33 in the feasible category without revision with a score of ≥ 2.5. The teacher response questionnaire which is a component of eligibility shows very positive results because it is in the 94% interval between the 85% ≤ RS ≤ 100% interval. Student response questionnaire which is a component of effectiveness with a value of 85% in the interval 85% ≤ RS ≤ 100% with a very positive category. Mathematical communication skills test showed an increase score of 0.42 in the moderate category. It is concluded that the developed modules meet the criteria of being effective. Keywords: Module, Problem Based Learning, Mathematical Communication]]>
<![CDATA[PERBEDAAN KEAKTIFAN SISWA YANG DIAJARKAN DENGAN STRATEGI ROTATING ROLE DAN FIRING LINE ]]>
<![CDATA[Elfa Oktavia]]>;
<![CDATA[Asrul Asrul]]>;
<![CDATA[Ella Andhany]]>
<![CDATA[ Relevan : Jurnal Pendidikan Matematika Vol 1 No 2 (2021): Relevan : Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Yayasan Amanah Nur Aman ]]>
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<![CDATA[Penelitin ini bertujuan untuk mengetahui perbedaan keaktifan siswa yang diajarkan dengan strategi pembelajaran rotating role dan firing line. Penelitian ini adalah penelitian kuantitatif dengan jenis penelitian quasi eksperimen. Populasinya adalaah seluruh siswa kelas X MIA SMA Swasta PABA Binjai. Sampel pada penelitian ini terdiri dari 2 kelas yaitu kelas X MIA-1 dan X MIA-2. Instrumen yang digunakan untuk mengetahui keaktifan siswa yaitu berbentuk angket. Berdasarkan hasil uji F, didapat nilai Fhitung = 0,04 dan Ftabel =4,04. Diketahui bahwa nilai Fhitung< Ftabel. Ini berarti tidak terdapat perbedan keaktifan siswa yang diajar dengan strategi rotating role dan firing line. Kata Kunci : Keaktifan Siswa; Rotating Role; Firing Line. ABSTRACT This study aims to determine the differences in student activity taught by rotating role learning strategies and firing line. This research is a quantitative research with a quasi-experimental type of research. The population is all students of class X MIA PABA Binjai Private High School. The sample in this study consisted of 2 classes, namely class X MIA-1 and X MIA-2. The instrument used to determine student activity is in the form of a questionnaire. Based on the results of the F test, the value of Fvalue = 0.04 and Ftable = 4.04. It is known that the value of Fvalue < Ftable. This means that there is no difference in the activity of students who are taught by rotating role strategies and firing line. Keywords : Student Activity; Rotating Roles; Firing Line.]]>
<![CDATA[PENGEMBANGAN MULTIMEDIA PEMBELAJARAN SMA DI KELAS XI IPA UNTUK MENINGKAKAN MOTIVASI DAN PRESTASI BELAJAR ]]>
<![CDATA[Nurul Azmi]]>;
<![CDATA[Hadis Purba]]>;
<![CDATA[Ella Andhany]]>
<![CDATA[ Relevan : Jurnal Pendidikan Matematika Vol 1 No 2 (2021): Relevan : Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Yayasan Amanah Nur Aman ]]>
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<![CDATA[Tujuan penelitian ini adalah untuk mengetahui pengembangan produk mutimedia pembelajaran berbasis video animasi menggunakan kinemaster dan untuk mengetahui seberapa baik kualitas multimedia pembelajaran dalam meningkatkan motivasi dan prestasi belajar siswa kelas kelas XI IPA SMAS IRA Medan. Materi yang dikembangkan adalah materi logika matematika. Jenis penelitian ini adalah penelitian pengembangan (Development Research). Penelitian ini mengembangkan perangkat pembelajaran matematika dengan menggunakan model 4D yang dikemukakan oleh S. Thiagarajan, Dorothy S. Semmel dan Melvyn I. Semmel. Penelitian ini memiliki 4 tahapan yaitu Define (Pendefenisian), Design (Perancangan), Develop (Pengembangan), dan Disseminate (Penyebarluasan). Sampel pada penelitian ini adalah kelas XI IPA SMA IRA Medan. Instrumen penelitian ini adalah lembar validasi, angket motivasi dan respon peserta didik serta tes hasil belajar siswa. Penelitian ini menghasilkan multimedia pembelajaran matematika dalam berbasis video animasi menggunakan kinemaster yang baik dan layak dalam meningkatkan motivasi serta prestasi belajar siswa dalam mata pelajaran matematika. Kata kunci: Pengembangan; Multimedia Pembelajaran; Matematika. ABSTRACT The purpose of this study was to determine the development of animation video-based learning multimedia products using Kinemaster and to find out how good the quality of learning multimedia was in increasing motivation and learning achievement of class XI science students at SMAS IRA Medan. The material developed is mathematical logic material. This type of research is development research (Development Research). This study develops a mathematics learning tool using the 4D model proposed by S. Thiagarajan, Dorothy S. Semmel and Melvyn I. Semmel. This research has 4 stages, namely Define, Design, Develop, and Disseminate. The sample in this study was class XI IPA SMA IRA Medan. The instruments of this research are validation sheets, motivation questionnaires and student responses and student learning outcomes tests. This research produces a multimedia learning mathematics based on animation video using kinemaster that is good and feasible in increasing students' motivation and learning achievement in mathematics. Keyword : Development; Multimedia Learning; Mathematics.]]>
<![CDATA[PERBEDAAN KEMAMPUAN BERPIKIR KREATIF KONTEKSTUAL DAN EKSPOSITORI ]]>
<![CDATA[Raihana]]>;
<![CDATA[Mara Samin Lubis]]>;
<![CDATA[Ella Andhany]]>
<![CDATA[ Relevan : Jurnal Pendidikan Matematika Vol 1 No 2 (2021): Relevan : Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Yayasan Amanah Nur Aman ]]>
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<![CDATA[Penelitian ini merupakan penelitian kuantitatif dengan jenis penelitian quasi eksperimen. Populasinya adalah seluruh kelas X MAS PAB-2 Helvetia yang berjunmlah 125 orang siswa. Sampel dalam penelitian ini adalah kelas X MIA-1 dan kelas X MIA-2 yang masing-masing berjumlah 30 orang siswa yang diambil dengan menggunakan teknik sampel jenuh. Pengumpulan data dilakukan dengan menggunakan instrumen kemampuan kreatif dan kemampuan pemecahan masalah matematika siswa. Analisis data dilakukan dengan analisis varians (ANAVA) dan dilanjutkan dengan Uji Tukey. Hasil Temuan ini menunjukkan: 1) Tingkat kemampuan berpikir kreatif dan kemampuan pemecahan masalah matematika siswa yang diajar dengan model pembelajaran Contekstual Teaching and Learning lebih baik dari pada siswa yang diajar dengan model pembelajaran ekspositori, 2) Tingkat kemampuan berpikir kreatif matematika siswa yang diajar dengan model pembelajaran Contekstual Teaching and Learning lebih baik dari pada siswa yang diajar dengan model pembelajaran ekspositori, 3) Tingkat kemampuan pemecahan masalah matematika siswa yang diajar dengan model pembelajaran Contekstual Teaching and Learning lebih baik dari pada siswa yang diajar dengan model pembelajaran ekspositori. Kata Kunci : Kemampuan Berpikir Kreatif; Pemecahan Masalah; Kontekstual; Ekspositori. ABSTRAK This research is a quantitative research with a quasi-experimental type of research. The population is all class X MAS PAB-2 Helvetia with a total of 125 students. The sample in this study was class X MIA-1 and class X MIA-2, each of which amounted to 30 students who were taken using the saturated sample technique.Data collection was carried out using the instrument of students' creative abilities and mathematical problem solving abilities. Data analysis was performed by analysis of variance (ANOVA) and continued with Tukey's test. The results of these findings indicate: 1) The level of creative thinking skills and mathematical problem solving abilities of students who are taught by the Contextual Teaching and Learning learning model is better than students who are taught by the expository learning model, 2) The level of mathematical creative thinking skills of students who are taught using this model. Contextual Teaching and Learning learning is better than students who are taught by expository learning model, 3) The level of mathematical problem solving ability of students who are taught by Contextual Teaching and Learning learning model is better than students who are taught by expository learning model. Keywords : Creative Thinking Ability; Problem solving skill; Contextual; Expository]]>
<![CDATA[PERBEDAAN PEMECAHAN MASALAH DAN KOMUNIKASI MATEMATIS KOOPERATIF TIPE JIGSAW DAN TIPE NHT ]]>
<![CDATA[Rafiqah Yusra Lubis]]>;
<![CDATA[Amiruddin Siahaan]]>;
<![CDATA[Ella Andhany]]>
<![CDATA[ Relevan : Jurnal Pendidikan Matematika Vol 2 No 1 (2022): Relevan : Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Yayasan Amanah Nur Aman ]]>
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<![CDATA[Penelitian ini bertujuan untuk mengetahui perbedaan kemampuan pemecahan masalah dan komunikasi siswa yang diajarkan dengan model pembelajaran kooperatif tipe Jigsaw dan tipe NHT pada materi SPLTV kelas x. Penelitian ini adalah penelitian kuantitatif, dengan jenis penelitian quasi eksperimen. Populasinya adalah seluruh siswa/siswi kelas X sebanyak 4 kelas yang berjumlah 120 siswa. Dipilih sampel sebanyak dua kelas, yaitu kelas X-1 dengan jumlah 30 siswa untuk eksperimen 1 dan kelas X-2 dengan jumlah 30 siswa untuk eksperimen 2. Analisis data dilakukan dengan uji-t. Hasil temuan ini menunjukkan bahwa: 1) Tidak terdapat perbedaan signifikan kemampuan pemecahan masalah siswa yang diajarkan dengan model pembelajaran kooperatif tipe Jigsaw dan tipe NHT pada materi SPLTV kelas x. Dengan menggunakan hasil uji-t, yakni di peroleh nilai yang signifikansi 0,508.2) Tidak terdapat perbedaan signifikan kemampuan komunikasi siswa yang diajarkan dengan model pembelajaran kooperatif tipe Jigsaw dan tipe NHT pada materi SPLTV kelas x. Dengan menggunakan hasil uji-t, yakni di peroleh nilai yang signifikansi 0,189. 3) Terdapat hubungan yang positif antara kemampuan pemecahan masalah dan komunikasi siswa yang diajarkan dengan model pembelajaran kooperatif tipe Jigsaw dan tipe NHT terhadap hasil belajar siswa pada materi SPLTV kelas x. Dengan menggunakan uji korelasi, yakni di peroleh nilai yang signifikansi 0,000. ABSTRACT This study aims to determine the differences in the problem solving and communication skills of students who are taught with the Jigsaw type cooperative learning model and the NHT type in the SPLTV class x material. This research is a quantitative research, with a quasi- experimental type of research. The population is all students of class X Academic Year as many as 4 classes totaling 120 students. Two classes were selected as samples, namely class X-1 with a total of 30 students for experiment 1 and class X-2 with a total of 30 students for experiment 2. Data analysis was performed by t-test. These findings indicate that: 1) There is no significant difference in the problem-solving abilities of students taughtby the Jigsaw type cooperative learning model and the NHT type in the SPLTV class x material. By using the results of the t-test, which is obtained a significant value of 0.508.2) There is no significant difference in students' communication skills taught by the Jigsaw type cooperative learning model and the NHT type in the SPLTV class x material. By using theresults of the t-test, which is obtained a significance value of 0.189. 3) There is a positive relationship between problem solving and communication skills of students who are taught with Jigsaw and NHT cooperative learning models on student learning outcomes in SPLTV class x material. By using the correlation test, which is obtained a significance value of0.000. ]]>
<![CDATA[PERBEDAAN PEMAHAMAN MATEMATIS DAN KEMANDIRIAN BELAJAR SISWA DENGAN MODEL PEMBELAJARAN KOOPERATIF ]]>
<![CDATA[Dyajeng Bagus Dwi Utari]]>;
<![CDATA[Asrul]]>;
<![CDATA[Ella Andhany]]>
<![CDATA[ Relevan : Jurnal Pendidikan Matematika Vol 2 No 1 (2022): Relevan : Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Yayasan Amanah Nur Aman ]]>
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<![CDATA[Penelitian ini bertujuan untuk mengetahui 1) Perbedaan kemampuan pemahaman matematis siswa yang diajar dengan model pembelajaran kooperatif tipe TAI dan tipe TS-TS, 2) Perbedaan kemandirian belajar siswa yang diajar dengan model pembelajaran kooperatif tipe TAI dan tipe TS-TS, 3) Perbedaan kemampuan pemahaman matematis dan kemandirian belajar siswa yang diajar dengan model pembelajaran kooperatif tipe TAI dan tipe TS-TS. Metode dalam penelitian ini adalah kuantitatif, dengan jenis penelitian quasi eksperimen. Teknik pengambilan sampel menggunakan teknik sampel jenuh dengan 30 siswa pada eksperimen I dan 30 siswa pada eksperimen II. Analisis data dilakukan dengan uji ANAVA dua jalur. Hasil penelitian ini menunjukkan: 1) Terdapat perbedaan kemampuan pemahaman matematis siswa yang diajar menggunakan model pembelajaran kooperatif tipe TAI dan tipe TS-TS dengan Fhitung (7,218) > Ftabel (4,007); 2) Tidak terdapat perbedaan kemandirian belajar yang diajar menggunakan model pembelajaran kooperatif tipe TAI dan tipe TS-TS dengan Fhitung (0,276) < Ftabel (4,007); 3) Terdapat perbedaan kemampuan pemahaman matematis dan kemandirian belajar siswa yang diajar menggunakan model pembelajaran kooperatif tipe TAI dan tipe TS-TS dengan Fhitung (4,914) > Ftabel (3,923). Sehingga dapat disimpulkan bahwa model pembelajaran kooperatif tipe TAI lebih baik daripada model pembelajaran kooperatif tipe TS-TS. ABSTRAK This study aims to determine 1) Differences in students' mathematical understanding abilities who are taught with TAI and TS-TS type cooperative learning models, 2) Differences in student learning independence who are taught with TAI and TS-TS type cooperative learning models, 3) Differences in ability mathematical understanding and independent learning of students who are taught with cooperative learning model type TAI and type TS- TS. The method in this research is quantitative, with a quasi-experimental type of research. The sampling technique used the saturated sample technique with 30 students in experiment I and 30 students in experiment II. Data analysis was performed by using two-way ANOVAtest. The results of this study indicate: 1) There are differences in students' mathematical understanding abilities who are taught using the TAI type cooperative learning model and the TS-TS type with Fcount (7.218) > Ftable (4.007); 2) There is no difference in learning independence taught using cooperative learning model type TAI and type TS-TS with Fcount(0.276) < Ftable (4.007); 3) There are differences in the ability of mathematical understanding and independent learning of students who are taught using the cooperative learning model type TAI and type TS-TS with Fcount (4.914) > Ftable (3.923). So it can be concluded that the TAI type of cooperative learning model is better than the TS-TS type of cooperative learningmodel. ]]>
