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All Journal AXIOM : Jurnal Pendidikan dan Matematika JURNAL MathEdu (Mathematic Education Journal) MAJU : Jurnal Ilmiah Pendidikan Matematika JURNAL MATHEMATIC PAEDAGOGIC
Nurdalilah Nurdalilah
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Education Mathematics

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Journal : jurnal mathematic paedagogic

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PENINGKATAN HASIL BELAJAR KOGNITIF SISWA DENGAN MENERAPKAN METODE TUTOR SEBAYA Haryati Ahda nasution; Nurdalilah Nurdalilah
JURNAL MATHEMATIC PAEDAGOGIC Vol 3, No 1 (2018): September 2018
Publisher : Universitas Asahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (424.59 KB) | DOI: 10.36294/jmp.v3i1.359

Abstract

 Abstrak Tujuan penelitian ini adalah untuk mengetahui apakah ada peningkatan hasil belajar kognitif siswa dengan menerapkan metode tutor sebaya. Penelitian ini merupakan suatu penelitian eksperimen semu dengan desain penelitian pretest posttest control group design. Variabel dalam penelitian ini terdiri dari dua jenis yaitu variabel bebas dan variabel terikat. Pada penelitian ini yang menjadi variabel bebas adalah metode tutor sebaya dan pembelajaran konvensional sedangkan variabel terikat dalam penelitian ini adalah hasil belajar kognitif siswa. Populasi penelitian ini adalah seluruh siswa kelas VIII SMP Negeri 1 Simpang Empat. Sampel penelitian  kelas VIII-3 (kelas kontrol) dan kelas VIII-4 (kelas eksperimen). Instrumen yang digunakan adalah tes, selanjutnya data dianalisis dengan uji t. Berdasarkan analisis data, hasil belajar kognitif dengan menerapkan metode tutor sebaya pada siswa lebih tinggi dibandingkan dengan hasil belajar kognitif dengan menerapakan pembelajaran konvensional..Kata Kunci: Hasil Belajar  Kognitif, Metode Tutor Sebaya.
PENGARUH SELF REGULATED LEARNING DAN KECEMASAN MATEMATIS TERHADAP HASIL BELAJAR MATEMATIKA SISWA SMP LESTARI BERINGIN Putri Septi Isnaini; Nurdalilah NurDalilah
JURNAL MATHEMATIC PAEDAGOGIC Vol 7, No 2 (2023): Maret 2023
Publisher : Universitas Asahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36294/jmp.v7i2.3193

Abstract

This study has the objectives: (1) to find out whether there is an effect of self-regulated learning on students' mathematics learning outcomes, (2) to find out whether there is an effect of mathematical anxiety on students' mathematics learning outcomes, (3) to find out whether self-regulated learning and anxiety mathematics together influence the results of student mathematics learning. This research is a quantitative research, the population in this research is class VII students of SMP Lestari Beringin, academic year 2022/2023. The sample used in this study were all students of class VII, totaling 50 students. Based on the results of data processing, it was found that the significance value for self-regulated learning was 0.393 > 0.05 and the significance value for mathematical anxiety was 0.988 > 0.05. This means that partially self-regulated learning factors and mathematical anxiety affect students' mathematics learning outcomes. Meanwhile, based on the multiple regression analysis test, the Fcount value was 0.371 with a significance value of 0.692 > 0.05 so that there was a significant influence between self-regulated learning and mathematical anxiety together on learning outcomes in mathematics. An R2 value of 0.26 was obtained, meaning that 26% of the change in students' mathematics learning outcomes together with self-regulated learning and mathematical anxiety, while the rest was explained by various other variables not analyzed in this study.Keywords: Self regulated learning, mathematical anxiety, learning outcomes of mathematics
Co-Authors Ahmad Sukri Nasution Dedy Juliandri Panjaitan Haryati Ahda Nasution Lili Idah Sufrah Mohd. Arifin Putri Septi Isnaini Ratika Ratika Suwarno Ariswoyo Yanti Novita Sitompul Yessy Novalia