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<![CDATA[Pembelajaran Matematika Masa Pandemi Covid-19 di SMP Tunas Harapan Burana pada Tahun Ajaran 2020/2021 ]]>
<![CDATA[Ratu Wangi]]>;
<![CDATA[Sulangi, Victor R.]]>;
<![CDATA[Pesik, Anekke]]>
<![CDATA[ MARISEKOLA: Jurnal Matematika Riset Edukasi dan Kolaborasi Vol. 5 No. 1: April 2024 ]]>
Publisher : <![CDATA[Jurusan Matematika FMIPA Universitas Negeri Manado ]]>
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DOI: 10.53682/marisekola.v5i1.2268
<![CDATA[Tujuan dari penelitian ini adalah (a) Mengetahui bagaimana proses belajar matematika selama pandemi covid-19 di SMP Tunas Harapan Burana pada tahun ajaran 2020/2021, (b) Mengetahui kemudahan dalam pembelajaran matematika di masa pandemi covid-19 di SMP Tunas Harapan Burana pada tahun ajaran 2020/2021, (c) Mengetahui hambatan dalam belajar matematika selama pandemi covid-19 di SMP Tunas Harapan Burana pada tahun ajaran 2020/2021. Metode penelitian ini menggunakan pendekatan kualitatif deskriptif. Dalam mengumpulkan data, peneliti menggunakan kuesioner, wawancara dan dokumentasi. Dari hasil penelitian ini menggambarkan bahwa proses belajar matematika selama pandemi covid-19 di SMP Tunas Harapan Burana pada tahun ajaran 2020/2021 terlaksana dengan melakukan pembelajaran matematika daring. Kemudahan yang diperoleh selama pembelajaran matematika dimasa pandemi covid-19 di SMP Tunas Harapan Burana pada tahun ajaran 2020/2021 adalah guru dan siswa memperoleh banyak pengalaman dan pengetahuan baru dalam menggunakan alat-alat elektronik dan juga dalam mengoprasikan suatu aplikasi media sosial. kendala yang dialami dalam belajar matematika selama pandemi covid-19 di SMP Tunas Harapan Burana pada tahun ajaran 2020/2021 diantaranya kondisi jaringan yang ada di daerah tersebut tidak stabil, kondisi ekonomi siswa yang rendah sehingga siswa terkadang kesulitan dalam membeli kuota internet, sulit memahami materi matematika jika hanya melihat video pembelajaran saja, guru harus lebih teliti dan fokus dalam menilai siswa dan masih banyak siswa yang belum memiliki HP.]]>
<![CDATA[ANALISIS KESALAHAN SISWA BERDASARKAN OBJEK KAJIAN MATEMATIKA DALAM MENYELESAIKAN SOAL OPERASI HITUNG BENTUK ALJABAR ]]>
<![CDATA[Nafai, Jessica]]>;
<![CDATA[Sajalang, Santje M.]]>;
<![CDATA[Pesik, Anekke]]>
<![CDATA[ JURNAL LEMMA Vol 11, No 2 (2025): Lemma: Letters of Mathematics Education ]]>
Publisher : <![CDATA[Universitas PGRI Sumatera Barat ]]>
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DOI: 10.22202/jl.2024.v11i2.9566
<![CDATA[This study aims to identify errors made by students when solving mathematics problems, particularly in algebraic operations, and to analyze the factors contributing to these errors. Employing a qualitative descriptive method, the research involved 28 students. Data were collected through written tests and interviews. Interview results were used to determine the factors causing student errors in solving algebraic operation problems; written test results determined the percentage of each error type. The tests revealed that 57.14% of student errors were factual, 32.14% were conceptual, 25% were principle errors, and 64.28% were procedural.]]>
<![CDATA[MODEL PEMBELAJARAN TEAMS GAMES TOURNAMENT (TGT) PADA MATERI ARITMATIKA SOSIAL DI SMP NEGERI 3 BOLAANG ]]>
<![CDATA[Iskandar, Moh. Algifari]]>;
<![CDATA[Pesik, Anekke]]>;
<![CDATA[Kumesan, Selfie]]>
<![CDATA[ De Fermat : Jurnal Pendidikan Matematika Vol. 8 No. 1 (2025) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Balikpapan ]]>
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DOI: 10.36277/defermat.v8i1.2267
<![CDATA[Penelitian ini dilakukan untuk meneliti rata-rata hasil belajar matematika siswa dengan menerapkan model Pembelajaran Teams Games Tournament (TGT) pada materi Aritmatika Sosial. Desain penelitian yang digunakan adalah: Posttest Only Control Group Design. Populasi dalam penelitian ini adalah seluruh kelas VII di SMP Negeri 3 Bolaang sedangkan sampel yang diambil dalam penelitian ini yaitu kelas VII C dengan jumlah siswa 20 orang sebagai kelas eksperimen dan kelas VII A sebagai kelas kontrol dengan jumlah siswa 20 orang. Hasil analisis dari penelitian ini menunjukkan rata-rata skor posttest kelas eksperimen adalah 84,2 sedangkan untuk rata-rata skor posttest kelas kontrol yaitu 72. Hal ini dibuktikan dengan dilakukannya uji hipotesis dengan menggunakan uji-t dengan α = 0,05 dimana diperoleh thitung > ttabel yakni 8.562 > 1.729 dengan nilai signifikan (2 tailed) 0,000 < 0,05. Sehingga H0 ditolak dan H1 diterima. Sehingga dapat disimpulkan bahwa berdasarkan hasil tersebut maka model Pembelajaran Teams Games Tournament (TGT) dapat meningkatkan hasil belajar siswa.]]>
<![CDATA[PENGEMBANGAN PERANGKAT PEMBELAJARAN SISTEM PERSAMAAN LINEAR DUA VARIABEL DENGAN MODEL PROBLEM BASED LEARNING ]]>
<![CDATA[Lainata, Rosalinda Paulina]]>;
<![CDATA[Damai, I Wayan]]>;
<![CDATA[Pesik, Anekke]]>
<![CDATA[ Jurnal Pendidikan Matematika (JUPITEK) Vol 3 No 2 (2020): Jurnal Pendidikan Matematika (JUPITEK) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika FKIP Universitas Pattimura ]]>
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DOI: 10.30598/jupitekvol3iss2pp88-99
<![CDATA[Learning model that meets the criteria of being valid, practical and effective. This research is categorized as development research. This study uses the ADDIE model developed by Dick and Carey. There are five stages, namely: 1) Analysis, 2) Design, 3) Development, 4) Implementation, and 5) Evaluation. The learning tools produced in the study were the lesson plan (RPP), student activity sheets (LKPD) and evaluation of learning outcomes (EHB). The results showed that the products developed to meet the criteria of validity, practicality, and effectiveness. The learning device is feasible to use with an average score of the learning device assessment from the validate of 3.5 with valid criteria. The practicality of the learning device was seen from the student response questionnaire which gave a positive response and the teacher's ability to manage learning at the first meeting with an average of 3.69 and the second meeting of 3.46 which reached the good category, which was located in the interval 3.50 ≤ TKG < 4 , 50. The effectiveness of the learning device is seen from the test of student learning outcomes which shows the value of student learning completeness by an average of 80%.]]>
<![CDATA[PENERAPAN MODEL PROBLEM BASED LEARNING (PBL) DALAM PEMBELAJARAN MATEMATIKA MATERI ARITMATIKA SOSIAL ]]>
<![CDATA[Kuswadi, Firginia]]>;
<![CDATA[Pesik, Anekke]]>;
<![CDATA[Pitoy, Cori]]>
<![CDATA[ Jurnal Sains Riset Vol 12, No 3 (2022): November 2022 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat (LPPM) Universitas Jabal Ghafur ]]>
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DOI: 10.47647/jsr.v12i3.831
<![CDATA[This study aims to determine the differences in student learning outcomes taught with the Problem Based Learning model and student learning outcomes taught with the Direct Instruction model on social arithmetic material. This study used a quasi-experimental method, with a research design of Posttest Only Control Group Design. The samples of this study were taken from 2 homogeneous and the same classes, class VIIA which consisted of 20 students as the experimental class and VIIB which consisted of 20 students as the control class. Research statistics were analyzed using t-test with tcount = 3.644 ttable value = 1.686 then H0 was rejected. Thus, it is concluded that the average learning outcomes of students who are taught using the Problem Based Learning (PBL) model are higher than the average learning outcomes of students who are taught using the Direct Instruction (DI) model on social arithmetic material.Keywords : Problem Based Learning Model, Sosial Arithmetic, Learning Outcomes]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE PAIR CHECK PADA POKOK PEMBAHASAN SEGITIGA DI KELAS VII SMP NEGERI 1 TOMBATU ]]>
<![CDATA[Oroh, Therezia Imelda]]>;
<![CDATA[Pesik, Anekke]]>;
<![CDATA[Tumalun, Nicky K.]]>
<![CDATA[ Jurnal Sains Riset Vol 12, No 3 (2022): November 2022 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat (LPPM) Universitas Jabal Ghafur ]]>
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DOI: 10.47647/jsr.v12i3.826
<![CDATA[The purpose of this study was to examine the effect of the implementation of the Pair Check model on student learning outcomes in the Triangle material. This research is a research that uses Posttest-Only Control Group Design. The subjects in this study were class VII B as an experimental class consisting of 20 students and class VII C as a control class consisting of 20 students at SMP Negeri Tombatu in the academic year 2021/2022 who were randomly selected. The data obtained are posttest results in the experimental class and control class, with the average learning outcomes in the experimental class =77.35 and the average learning outcomes in the control class =48.2. Testing the data after using the significance level = 0.05 obtained = 7.48029 = 1.68595 and concluded is rejected. The conclusion of this study is the average learning outcomes of students who learn to use the Pair Check model on the triangle meter is higher than the learning outcomes of students who learn to use the Direct Instruction learning model.Keywords: Pair Check, learning outcomes, triangle]]>
<![CDATA[Analysis of Student Errors in Solving Equations and Inequalities Problems in Algebra and Trigonometry Based on Newman Procedure ]]>
<![CDATA[Jannah, Miftahul]]>;
<![CDATA[Pesik, Anekke]]>;
<![CDATA[Kumesan, Selfie]]>;
<![CDATA[Ermita, Ermita]]>;
<![CDATA[Rahim, Nurdin]]>
<![CDATA[ Journal Of Education And Teaching Learning (JETL) Vol. 6 No. 1 (2024): Journal of Education and Teaching Learning (JETL) ]]>
Publisher : <![CDATA[CV. Pusdikra Mitra Jaya ]]>
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DOI: 10.51178/jetl.v6i1.1616
<![CDATA[The purpose of this study is to examine how students make mistakes when attempting to solve equality and inequality problems in trigonometry and algebra using the Newman method. A qualitative descriptive research methodology is employed in this study. Students enrolled in Manado State University's 2023–2024 Mathematics Education Study Program during their first semester served as the research subjects. Test and interview techniques are used in data collection. Three steps made up the data analysis in this study: reduction, data display, and data verification. Data analysis utilizing the Newman approach yielded the following conclusions: 5.6% encoding errors, 4.8% reading errors, 12% comprehension errors, 8.4% transformation errors, and 18.8% process skill errors were made when solving equation and inequality problems. The inability of pupils to comprehend the concept of the subject being explained, their lack of willingness to study, and their carelessness when reading and completing questions are the causes contributing to these blunders.]]>
<![CDATA[PENERAPAN MODEL MISSOURI MATHEMATICS PROJECT DALAM PEMBELAJARAN MATEMATIKA MATERI SPLDV KELAS VIII SMP N 1 KAKAS ]]>
<![CDATA[Kandouw, Lady Julia]]>;
<![CDATA[Kaunang, Derel Filandy]]>;
<![CDATA[Pesik, Anekke]]>
<![CDATA[ SOSCIED Vol 7 No 2 (2024): SOSCIED - November 2024 ]]>
Publisher : <![CDATA[LPPM Politeknik Saint Paul Sorong ]]>
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DOI: 10.32531/jsoscied.v7i2.867
<![CDATA[In learning mathematics, students' ability to solve problems affects their learning outcomes. At Smp Negeri 1 Kakas in class VIII, it was found that students' mathematics learning outcomes were still low, especially in the material of the system of linear equations of two variables, this was due to the lack of students' ability to solve mathematical problems. Therefore, the Missouri Mathematics Project model is applied in learning to solve one of the factors causing the above problems. This study aims to see student learning outcomes in learning mathematics material on the system of linear equations of two variables by knowing the average difference in learning outcomes of students who learn using the Missouri Mathematics Project learning model and those who learn using the direct learning model. This research is an experimental research that uses a quantitative approach. The samples in this study were class VIII-D as the experimental class and class VIII-A as the control class at Smp Negeri 1 Kakas in the 2023/2024 academic year. The instrument in this study was an essay-shaped student learning outcomes test. Data collection techniques through posttest results on the material of the system of linear equations of two variables in the experimental class and control class. The results of this study were obtained based on hypothesis testing using t-test statistics obtained at a significance level of 0.05 tcalculated = 2,900 and ttable = 2,010 which means H0 rejected. The conclusion of the research results is that the average learning outcomes of students who learn by using the Missouri Mathematics Project learning model are higher than the average learning outcomes of students who learn by using the direct learning model on the material of the system of linear equations of two variables.]]>
<![CDATA[Pengaruh Model PBL Melalui Pembelajaran Daring terhadap Hasil Belajar Siswa Materi Keliling dan Luas Segiempat ]]>
<![CDATA[Hengkeng, Melisa]]>;
<![CDATA[Pesik, Anekke]]>;
<![CDATA[Tilaar, Anetha L.F.]]>
<![CDATA[ MARISEKOLA: Jurnal Matematika Riset Edukasi dan Kolaborasi Vol. 5 No. 1: April 2024 ]]>
Publisher : <![CDATA[Jurusan Matematika FMIPA Universitas Negeri Manado ]]>
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DOI: 10.53682/marisekola.v5i1.2220
<![CDATA[Tujuan penelitian ini untuk mengetahui pengaruh penggunaan model Problem Based Learning (PBL) melalui pembelajaran daring terhadap hasil belajar siswa materi Keliling dan Luas Segiempat. Model pembelajaran yang digunakan dalam penelitian ini adalah model Problem Based Learning (PBL). Desain penelitian yang digunakan adalah: Quasi Experimental Design. Populasi dalam penelitian ini adalah seluruh siswa kelas VII di SMP Negeri 6 Tondano sedangkan sampel yang di ambil dalam penelitian ini yaitu kelas VII A dengan jumlah 16 orang sebagai kelas eksperimen dan kelas VII B sebagai kelas kontrol dengan jumlah 16 orang. Hasil analisis dari penelitian ini menunjukkan kelas eksperimen rata-rata skor pretest adalah 64,56 dan skor rata-rata posttest adalah 85,93 sedangkan untuk kelas kontrol rata-rata pretest 60,31 dan skor rata-rata posttest adalah 81,06. Hal ini memperlihatkan bahwa selisih peningkatan skor pretest dan skor posttest pada kelas eksperimen lebih besar dari selisih peningkatan skor pretest dan skor posttest pada kelas kontrol. Hasil penelitian dianalisis menggunakan statistik uji-T pada taraf signifikan 0,05 yaitu  sehingga  ditolak dan  diterima. Berdasarkan hasil tersebut maka dapat disimpulkan bahwa model Problem Based Learning (PBL) dapat meningkatkan hasil belajar siswa.]]>
<![CDATA[Pembelajaran Matematika Masa Pandemi Covid-19 di SMP Tunas Harapan Burana pada Tahun Ajaran 2020/2021 ]]>
<![CDATA[Ratu Wangi]]>;
<![CDATA[Sulangi, Victor R.]]>;
<![CDATA[Pesik, Anekke]]>
<![CDATA[ MARISEKOLA: Jurnal Matematika Riset Edukasi dan Kolaborasi Vol. 5 No. 1: April 2024 ]]>
Publisher : <![CDATA[Jurusan Matematika FMIPA Universitas Negeri Manado ]]>
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DOI: 10.53682/marisekola.v5i1.2268
<![CDATA[Tujuan dari penelitian ini adalah (a) Mengetahui bagaimana proses belajar matematika selama pandemi covid-19 di SMP Tunas Harapan Burana pada tahun ajaran 2020/2021, (b) Mengetahui kemudahan dalam pembelajaran matematika di masa pandemi covid-19 di SMP Tunas Harapan Burana pada tahun ajaran 2020/2021, (c) Mengetahui hambatan dalam belajar matematika selama pandemi covid-19 di SMP Tunas Harapan Burana pada tahun ajaran 2020/2021. Metode penelitian ini menggunakan pendekatan kualitatif deskriptif. Dalam mengumpulkan data, peneliti menggunakan kuesioner, wawancara dan dokumentasi. Dari hasil penelitian ini menggambarkan bahwa proses belajar matematika selama pandemi covid-19 di SMP Tunas Harapan Burana pada tahun ajaran 2020/2021 terlaksana dengan melakukan pembelajaran matematika daring. Kemudahan yang diperoleh selama pembelajaran matematika dimasa pandemi covid-19 di SMP Tunas Harapan Burana pada tahun ajaran 2020/2021 adalah guru dan siswa memperoleh banyak pengalaman dan pengetahuan baru dalam menggunakan alat-alat elektronik dan juga dalam mengoprasikan suatu aplikasi media sosial. kendala yang dialami dalam belajar matematika selama pandemi covid-19 di SMP Tunas Harapan Burana pada tahun ajaran 2020/2021 diantaranya kondisi jaringan yang ada di daerah tersebut tidak stabil, kondisi ekonomi siswa yang rendah sehingga siswa terkadang kesulitan dalam membeli kuota internet, sulit memahami materi matematika jika hanya melihat video pembelajaran saja, guru harus lebih teliti dan fokus dalam menilai siswa dan masih banyak siswa yang belum memiliki HP.]]>
