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All Journal Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika Cendikia : Media Jurnal Ilmiah Pendidikan
Eva Fitria Ningsih
Universitas Primagraha
Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Other

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PENGARUH PEMBELAJARAN MIND MAPPING TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA Eva Fitria Ningsih
Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika Vol. 4 No. 1 (2023): Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistik
Publisher : LPPM Universitas Bina Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46306/lb.v4i1.210

Abstract

This study aims to determine the influence of the application of the Mind Mapping learning model on students' mathematical problem-solving ability and students' attitudes towards the Mind Mapping learning model. The research sample consisted of 30 students from the experimental class and 30 students from the control class who came from the population of SMPN 1 Pandeglang. The research method used is a type of experiment. Using the Independent Sample t-test assuming both homogeneous variances (equal variance assumed) with a significance level of 0.05 at the time of the initial test, a significance value on significance (2-tailed) was 0.432 > 0.05 that between the experimental and control classes no significant differences were found. In the final test it was obtained that the significance (2-tailed) was 0.003 > 0.05 thus receiving H1 that the mathematical problem-solving ability of students who used the Mind Mapping learning model was better than students who got the conventional learning model. Continued the results of processing attitude data using the One Sample T-Test with a significance level of 0.05 and tested by one party, namely the right party test, it was obtained that the p-valued value = 0.00 < α = 0.05, then H0: μ0 = 3.00 was rejected and Ha: μ0 > 3.00 was accepted, so it can be concluded that students are positive towards the use of the Mind Mapping learning model in mathematics learning is more than 3. (1) students' mathematical problem-solving skills using the Mind Mapping learning model are better than conventional learning. (2) students are positive about learning mathematics by using the Mind Mapping learning model.
The influence of Indonesian realistic mathematics learning (PMRI) basedethnomathematicson the improvement of mathematical communication skills in terms of gender Teti Trisnawati; Dwi Yulianto; Eva Fitria Ningsih
Cendikia : Media Jurnal Ilmiah Pendidikan Vol 13 No 3 (2023): Januari: Education Science
Publisher : Institute of Computer Science (IOCS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/cendikia.v13i3.3320

Abstract

This research is motivated by the low mathematical communication skills of students at school which causes students to be less involved in learning or students are rarely given the opportunity to ask questions or express opinions so that students' mathematical communication skills have not been able to be conveyed. This study uses the Indonesian Realistic Mathematics Education (PMRI) approach to see the differences between PMRI learning and conventional learning models for increasing mathematical communication skills in terms of student gender. The type of experiment used in this research is Quasi Experiment Design using pretest and posttest. The population of this study were students of class VIII Al Sudais Indonesia Foundation. The sample used was 2 classes selected by cluster random sampling technique, namely 1 class as an experimental class with the PMRI approach and 1 class as a control class with conventional learning. The data collection technique used is a test. Analysis of the data used is the normalize gain test, two-way ANOVA test, t-test, and Kruskal-Wallis test. The findings of this study are: a) the mathematical communication ability of students between those who take mathematics learning with the PMRI approach is higher than students who take conventional learning, b) the mathematical communication ability of male and female students between those who take mathematics learning with the PMRI approach is not. there are differences with students who follow conventional learning, and c) there is no interaction between the learning approach and gender differences in increasing mathematical communication skills
Co-Authors Trisnawati, Teti