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All Journal Palapa: Jurnal Study Keislaman dan Ilmu Pendidikan FONDATIA Islamika: Jurnal Keislaman dan Ilmu Pendidikan AS-SABIQUN: Jurnal Pendidikan Islam Anak Usia Dini

Husnul Laili

STIT Palapa Nusantara Lombok NTB

Author-ID : 3437721

Religion Decision Sciences, Operations Research & Management Education Library & Information Science Other

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Title

Keefektifan Model Cooperative Learning Tipe STAD dan CTL pada Materi Pokok Himpunan Ditinjau dari Kemampuan Pemecahan Masalah dan Motivasi Belajar Matematika Husnul Laili
FONDATIA Vol 1 No 1 (2017): MARET
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

This study aimed to describe: 1) the effectiveness of the STAD and CTL cooperative learning model in terms of students’ problem solving ability and motivation to learn mathematics; 2) the effectiveness of the STAD type of cooperative learning model in comparison with the CTL (contekstual teaching and learning) type of cooperative learning in terms of students’ problem solving ability and motivation to learn mathematics. To find out the effectiveness of the STAD type and CTL type of cooperative learning in each variable, the data were analyzed using one-sample t-test at a significance level of 5%. To compare the effectiveness of the STAD type and CTL type of cooperative learning models, the data were analyzed using multivariate T2 Hotelling with the significance level of 5% and followed up with the univariate analysis using a with criterion bon feroni. The results of the study show that: 1) the STAD type cooperative learning models and the CTL type of cooperative learning models are effective in terms of students’ problem solving ability and motivation to learn mathematics.

Pengaruh Metode Pembelajaran terhadap Kemampuan Mahasiswa dalam Menerapkan Model-Model Pembelajaran pada Perkuliahan Strategi Pembelajaran Matematika Husnul Laili
FONDATIA Vol 1 No 2 (2017): SEPTEMBER
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

The research population comprised semester VI students of the mathematics study program of STIT Palapa Nusantara. The sample was selected using the purposive random sampling in three steps: (1) randomly selecting 2 classes out of 5 available classes, (2) selecting 8 groups, each consisting of 4 students, from each selected class, and (3) randomly selecting the groups applying each learning model. The data were analyzed using the T2 Hotellings multivariate test at the significance level of 5% (0.05) for two-tailed testing and the univariate test at the significance level of 0.025. The results of the data analysis are as follows. (1) There are different effects of the STAD-type cooperative learning method and the simulation learning method on students’ abilities in theory and application of learning methods in the mathematics strategy learning course (Fobserved = 6.76 > Ftable = F0.05;(2;65) = 3.14). (2) Abilities in theory of learning methods through the STAD-type cooperative learning method are higher than those through the simulation learning method in the mathematics learning strategy course (tobserved = 2.28 > ttable(0.025) = 2.00). (3) Abilities in application of learning methods through the simulation learning method are higher than those through the STAD-type cooperative learning method in the mathematics learning strategy course (tobserved = 4.05 >t table(0.025) = 2.00).

Pengembangan Model Pembelajaran Matematika Realistik Indonesia tentang Perbandingan di Kelas VII SMP Husnul Laili
FONDATIA Vol 2 No 2 (2018): SEPTEMBER
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

This study aims to develop a valid, practical, and effective Indonesian realistic mathematics learning model for proportions. The development of the learning kit in this study employed the model by Plump that had been modified by the product quality by Nieveen. The development of the model consisted of the preliminary investigation, design, and evaluation. The dissemination stage was not implemented in this study. The research instruments consisted of: (1) instrument evaluation sheets; (2) validation sheets; (3) learning management observation sheets; (4) student and teacher activity observation sheets; (5) student response questionnaires; and (6) learning achievement tests. Through a development process, this study produced: (1) an Indonesian realistic mathematics learning model book; (2) Indonesian realistic mathematics learning kits; and (3) research instruments. The effectiveness of the realistic mathematics learning model on the basis of: (1) the percentage of the attainment of the students’ learning mastery classically with the moderate and high mastery levels being 80% of 35 students sitting for the test; (2) the percentage of the attainment of the ideal time limit for each category of student and teacher activities; (3) the average score of the category of teachers’ ability to manage learning which was 3.54, in the moderate category; and (4) the students’ positive responses to learning components and activities.

Co-Authors Ayatullah Ayatullah

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