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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 Mara Samin Lubis; Eka Khairani Hasibuan; Siti Maysarah; Ella Andhany
INTERNATIONAL JOURNAL ON LANGUAGE, RESEARCH AND EDUCATION STUDIES Vol 3, No 2 (2019): Language, Research and Education
Publisher : State Islamic University of North Sumatra Indonesia

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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

PERBEDAAN KEMAMPUAN PENALARAN YANG DIAJAR MELALUI MODEL PEMBELAJARAN TEAM ASSISTED INDIVIDUALIZATION DAN GROUP INVESTIGATION Yuwana Listia; Hadis Purba; Eka Khairani Hasibuan
Relevan : Jurnal Pendidikan Matematika Vol 1 No 1 (2021): Relevan : Jurnal Pendidikan Matematika
Publisher : Yayasan Amanah Nur Aman

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Penelitian ini bertujuan untuk mengetahui perbedaan kemampuan penalaran matematis siswa yang diajar dengan model pembelajaran kooperatif tipe Team Assisted Individualization dan tipe Group Investigation. Penelitian ini merupakan penelitian kuantitatif, dengan jenis penelitian eksperimen kuasi. Populasinya adalah seluruh siswa/i kelas X SMA Negeri 1 Pangkatan. Sampel yang digunakan adalah kelas X-1 (eksperimen 1) dengan model pembelajaran TAI dan kelas X-2 (eksperimen 2) dengan model pembelajaran GI. Pengumpulan data menggunakan instrumen soal tes, wawancara dan dokumentasi. Analisis data menggunakan analisis ANAVA. Hasil penelitian ini menunjukkan terdapat perbedaan kemampuan penalaran yang diajar melalui model pembelajaran TAI dan GI dengan Fhitung = 109,517 dan Ftabel = 4,007 atau Fhitung > Ftabel. Kata Kunci : Penalaran; Team Assisted Individualization; dan Group Investigation ABSTRACT This study aims to determine the differences in students mathematical reasoning abilities who are taugh with the Team Assisted Individualization and Group Investigation type cooperative learning models. This research is a quantitative research, with a quasi-experimental type of research. The population is all students of class X SMA Negeri 1 Pangkatan. The sample used was class X-1 (experiment 1) with TAI learning model and class X-2 (experiment 2) with GI learning model. Collecting data using the instruments of test questions, interviews and documentation. Data analysiis using ANOVA analysis. The result of this study indicate that there are differences in reasoning abilities taught the TAI and GI learning models with F count = 109,517and F table = 4,007 or F count > F table .Keywords : reasoning, Team Assisted Individualization and Group Investigation

PERBEDAAN BERPIKIR KREATIF DAN KEMAMPUAN PEMECAHAN MASALAH MENGGUNAKAN TPS DAN JIGSAW Muhammad Husen Ritonga; Fibri Rakhmawati; Eka Khairani Hasibuan
Relevan : Jurnal Pendidikan Matematika Vol 2 No 1 (2022): Relevan : Jurnal Pendidikan Matematika
Publisher : Yayasan Amanah Nur Aman

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Penelitian ini bertujuan untuk mengetahui perbedan kemampuan berpikir kreatif dan kemampuan pemecahan masalah siswa dengan menggunakan model pembelajaran kooperatif tipe Think Pair Share dan Jigsaw kelas X SMA Negeri 1 Sei Kanan. Penelitian ini merupakan penelitian kuantitatif dengan jenis eksperimen kuasi. Populasi penelitian ini adalah seluruh siswa kelas X SMA Negeri 1 Sei Kanan Tahun Ajaran 2021/2022, yang selanjutnya dipilih sampel sebanyak dua kelas secara acak yaitu X IPA 1 dan X IPA 2. Data pada penelitian ini diperoleh melalui tes kemampuan berpikir kreatif dan kemampuan pemecahan masalah pada siswa. Selanjutnya data dianalisis menggunakan analisis varians (ANAVA). Hasil penelitian memperlihatkan bahwa, (1) Terdapat perbedaan kemampuan berpikir kreatif dan kemampuan pemecahan masalah siswa yang diajar menggunakan model pembelajaran kooperatif tipe Think Pair Share, dimana nilai Fhitung (152,629) > Ftabel (2,761); 2) Terdapat perbedaan kemampuan berpikir kreatif dan kemampuan pemecahan siswa yang diajar menggunakan model pembelajaran kooperatif tipe Jigsaw, dimana nilai Fhitung (104,096) > Ftabel (3,006); 3) Terdapat perbedaan kemampuan berpikir kreatif siswa yang diajar menggunakan model pembelajaran kooperatif tipe Think Pair Share dan tipe Jigsaw, dimana nilai Fhitung (40,534) > Ftabel (3,006). 4) Terdapat perbedaan kemampuan pemecahan masalah siswa yang diajar menggunakan model pembelajaran kooperatif tipe Think Pair Share dan tipe Jigsaw, dimana nilai Fhitung (100,211) > Ftabel (3,006). ABSTRACT This study aims to determine the difference between students’ creative thinking skills and problem solving abilities using the Think Pair Share and jigsaw cooperative learning models for class X SMA Negeri 1 Sei Kanan. This research is a quantitative research with a quasi- experimental type. The population of this study was all students of class X-IPA 1 and X-IPA 2. The data in this study were obtained through tests of creative thinking skills and problem solving abilities. Problem with students. Furthermore, the data were analyzed using analysis of variance (ANOVA). The results of the study show that, (1) There are differences in creative thinking skills and problem solving abilities of student who are taught using the Think Pair Share cooperative learning model, where the value of Fcount (152.629) > Ftable (2.761); (2) There are differences in the creative thinking skills and solving abilities of students who are taught using the Jigsaw cooperative learning model, where the velue of Fcount (104.096) > Ftable (3.006); (3) There are differences in the creative thinking abilities of students who aretaugh using the Think Pair Share and Jigsaw cooperative learning models, where the value of Fcount (40.534) > Ftable (3.006); (4) There are difference in the problem solving abilities of students who are taugh using the Think Pair Share and Jigsaw cooperative learning models, where the value of Fcount (100.211) > (3.006).

PERBEDAAN PEMBELAJARAN ROLLING QUESTION DAN TAKE AND GIVE TERHADAP BERPIKIR KRITIS Roni Hasiholan Gultom; Yahfizham; Eka Khairani Hasibuan
Relevan : Jurnal Pendidikan Matematika Vol 2 No 2 (2022): Relevan : Jurnal Pendidikan Matematika
Publisher : Yayasan Amanah Nur Aman

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Penelitian ini bertujuan untuk mengetahui perbedaan kemampuan berpikir kritis siswa yang diajar dengan pembelajaran Rolling Question dan Take and Give pada materi Fungsi di kelas X SMA Utama Medan. Penelitian ini adalah penelitian kuantitatif dengan jenis penelitian kuasi eksperimen. Populasinya adalah seluruh siswa kelas X SMA Utama Medan yang terdiri dari 2 kelas dengan jumlah 40 siswa sekaligus menjadi sampel dalam penelitian ini. Instrument tes yang digunakan untuk mengetahui kemampuan berpikir kritis dan berpikir kreatif matematis siswa adalah tes berbentuk uraian. Selanjutnya, data dianalisis menggunakan analisis varians (ANAVA). Dari hasil analisis data dan pembahasan, diperoleh: Terdapat perbedaan kemampuan berpikir kritis siswa yang diajar dengan model pembelajaran Rolling Question dengan model pembelajaran Take and Give pada materi Fungsi dengan nilai Fhitung = 10,096 > Ftabel taraf α(0,05) = 4,085. Dari hasil penelitian ditemukan bahwa kemampuan berpikir kritis matematis siwa yang diajar melalui model pembelajaran Take and Give lebih baik daripada model pembelajaran RollingQuestion. ABSTRACT This study aims to determine the differences in students' critical thinking abilities who are taught by learning Rolling Questions and Take and Give on Functions material in class X SMA Utama Medan. This research is a quantitative research with a quasi-experimental type of research. The population is all students of class X SMA Utama Medan which consists of 2 classes with a total of 40 students as well as samples in this study. The test instrument used to determine students' critical thinking and mathematical creative thinking skills is a test in the form of a description. Furthermore, the data were analyzed using analysis of variance (ANOVA). From the results of data analysis and discussion, it is obtained: There are differences in the critical thinking abilities of students who are taught with the Rolling Question learning model with the Take and Give learning model on Function material with a value of Fcount = 10,096 > Ftable level (0,05) = 4,085. From the results of the study, it was found that the students' mathematical critical thinking skills taught through the Take and Give learning model were better than the Rolling Question learning model.

PERBEDAAN MINAT DAN HASIL BELAJAR SISWA MELALUI MODEL PEMBELAJARAN MAKE A MATCH DAN DIRECT INSTRUCTION Rizki Husnaini; Yahfizham; Eka Khairani Hasibuan
Relevan : Jurnal Pendidikan Matematika Vol 2 No 2 (2022): Relevan : Jurnal Pendidikan Matematika
Publisher : Yayasan Amanah Nur Aman

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Penelitian ini bertujuan mengetahui perbedaan minat dan hasil belajar siswa melalui model pembelajaran Make A Match dan Direct Intsruction siswa kelas XI. Populasinya adalah siswa kelas XI yang terdiri dari 2 kelas. Kelas XI-1 berjumlah 20 orang sebagai kelas eksperimen 1 dengan model pembelajaran Make A match, dan XI-2 berjumlah 20 orang sebagai kelas eksperimen II dengan odel Direct Intruction. Instrumen dalam penelitian ini berbentuk angket minat belajar dan tes uraian . Hasil penelitian, diperoleh uji normalitas kelas eksperimen I angket minat Lhitung = 0,140. Kelas eksperimen pre-test Lhitung = 0,136 dan post-test Lhitung = 0,070. Sedangkan kelas eksperimen II angket minat belajar Lhitung = 0,136. Kelas eksperimen II pre-test Lhitung = 0,153 dan post-test Lhitung = 0,146.Berdasarkan Ltabel = 0,190 data dari kelas eksperimen I dan eksperimen II tersebut dinyatakan berdistribusi normal dengan Lhitung < Ltabel. Uji homogenitas diperoleh hasil angket minat belajar Fhitung = 0,847. Nilai pre-test Fhitung = 0,961, dan post-test Fhitung = 0,562. Berdasarkan Ftabel = 2,171 diperoleh Fhitung < Ftabel , sehingga kedua sampel homogen. Uji hipotesis Uji-t, untuk hipotesis pertama diperoleh thitung > ttabel dengan 1,722> 1,685 menyatakan Ho ditolak dan Ha diterima. Hipotesis kedua diperoleh thitung > ttabel dengan 1,919 > 1,685 menyatakan Ho ditolak dan Ha diterima. ABSTRACT This study aims to determine differences in interest and learning outcomes through the Make A Match and Direct Instruction learning model for class XI The population is class XI which consists of 2 classes. Class XI-1 consisted of 20 people as experimental class 1 with the Make A match learning model, and XI-2 consisted of 20 people as experimental class II with Direct Instruction model. The instruments in this study were in the form of a learning interest questionnaire and a description test. The results of the study, obtained the normality test of the experimental class I interest questionnaire Lcount = 0.140. The experimental class pre-test L count = 0.136 and post-test L count = 0.070. While the experimental class II questionnaire of learning interest L count = 0.136. Experimental class II pre-test L count = 0.153 and post-test L count = 0.146. Based on Ltable = 0.190, the data from the experimental class I and experiment II were declared to be normally distributed with Lcount < Ltable. The homogeneity test obtained the results of the interest in learning questionnaire Fcount = 0.847. The pre-test value Fcount = 0.961, and the post-test Fcount = 0.562. Based on Ftable = 2.171, Fcount < Ftable is obtained, so that the two samples are homogeneous. Hypothesis test T-test, for the first hypothesis obtained tcount > ttable with 1,722 > 1,685 stating Ho is rejected and Ha is accepted. The second hypothesis is obtained tcount > ttable with 1,919 > 1,685 stating Ho is rejected and Ha is accepted.

PENGEMBANGAN MEDIA BERBASIS VIDEOSCRIBE UNTUK MENINGKATKAN MOTIVASI BELAJAR SISWA Puri Anjani; Rusydi Ananda; Eka Khairani Hasibuan
Relevan : Jurnal Pendidikan Matematika Vol 2 No 2 (2022): Relevan : Jurnal Pendidikan Matematika
Publisher : Yayasan Amanah Nur Aman

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Penelitian ini bertujuan untuk melihat proses pembuatan video pembelajaran berdasarkan model pengembangan ADDIE, melihat tingkat kevalidan, kepraktisan dan keefektifan dari media pembelajaran videoscribe pada materi matriks. Penelitian ini termasuk penelitian dan pengembangan (Research and Development). Penelitian ini menggunakan model pengembangan ADDIE dengan 5 tahapan, yaitu analysis (analisis), design (desain), development (pengembangan), implementation (implementasi) dan evaluation (evaluasi). Subjek pada penelitian ini yaitu peserta didik di kelas XI SMA Prima Tembung yang berjumlah sebanyak 23 peserta didik. Instrumen pada penelitian ini menggunakan angket untuk melihat kevalidan dan angket motivasi belajar peserta didik untuk melihat tingkat kepraktisan media dan tes hasil belajar peserta didik untuk melihat tingkat keefektifan dari media yang dikembangkan. Hasil penelitian ini menunjukkan bahwa tingkat kevalidan dari media pembelajaran sebesar 2,67 dengan kategori baik/cukup valid. Untuk tingkat kepraktisan dari media pembelajaran berdasarkan angket respon peserta didik sebesar 3,87 dengan kategori baik/praktis. Sedangkan untuk tingkat keefektifan dari mediapembelajaran berdasarkan persentase ketuntasan belajar secara klasikal sebesar 86% dengan hasil indeks Gain Ternomalisasi 0,34 yang tergolong sedang. ABSTRACT This study aims to see the process of making learning videos based on the ADDIE development model, to see the level of validity, practicality and effectiveness of the videoscribe learning media on matrix material. This research includes research and development (Research and Development). This study uses the ADDIE development model with 5 stages, namely analysis, design, development, implementation and evaluation. The subjects in this study were students in class XI SMA Prima Tembung totaling 23 students. The instrument in this study used a questionnaire to see the validity and a questionnaire of students' learning motivation to see the level of practicality of the media and a test of student learning outcomes to see the level of effectiveness of the media developed. The results of this study indicate that the level of validity of the learning media is 2.67 with a good/fairly valid category. For the level of practicality of learning media based on student response questionnaires of 3.87 in the good/practical category. Meanwhile, the level of effectiveness of the learning media based on the percentage of classical learning completeness is 86% with the result of the Normalized Gain index of 0.34 which is classified as moderate.

PERBEDAAN KEMAMPUAN VISUAL SPASIAL DAN PEMECAHAN MASALAH MELALUI MODEL CTL DAN PBL Nazwa Nabila Pharsy; Sajaratud Dur; Eka Khairani Hasibuan
Relevan : Jurnal Pendidikan Matematika Vol 2 No 3 (2022): Relevan : Jurnal Pendidikan Matematika
Publisher : Yayasan Amanah Nur Aman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.1089/relevan.v2i3.357

Penelitian ini bertujuan untuk mengetahui perbedaan kemampuan visual spasial dan kemampuan pemecahan masalah matematis melalui model pembelajaran CTL dan PBL kelas XI SMAS YPK Medan. Penelitian ini adalah penelitian kuantitatif dengan jenis penelitian quasi eksperimen. Populasinya adalah seluruh kelas XI SMAS YPK Medan tahun ajaran 2021/2022 yang berjumlah 4 kelas. Sampel yang digunakan oleh peneliti adalah kelas MIPA-1 dan MIPA-2 yang masing-masing berjumlah 21 siswa untuk dijadikan kelas eksperimen I dan II yang diperoleh dengan cara Cluster Random Sampling. Analisis data yang dilakukan dengan analisis varians (ANAVA). Hasil dari penelitian ini menunjukan bahwa: 1) Kemampuan visual spasial melalui model CTL dan PBL adalah 0,70 < 4,09; 2) Kemampuan pemecahan masalah matematis melalui model CTL dan PBL adalah 4,71 > 4,09; 3) Kemampuan visual spasial dan pemecahan masalah matematis melalui model CTL dan PBL adalah 4,69 > 3,96. Penelitian ini tidak memiliki perbedaan antara kemampuan visual spasial melalui model CTL dan PBL, tetapi memiliki perbedaan antara kemampuan pemecahan masalah matematis melalui model CTL dan PBL serta kemampuan visual spasial dan pemecahan masalah melalui model pembelajaran CTL dan PBL. ABSTRACK This study aims to determine the differences in spatial visual ability and mathematical problem solving ability through the CTL and PBL learning models of class XI SMAS YPK Medan. This research is a quantitative research with a quasi-experimental type of research. The population is the entire class XI of SMAS YPK Medan for the 2021/2022 school year which amounts to 4 classes. The samples used by the researchers were the MIPA-1 and MIPA-2 classes, each of which amounted to 21 students to be used as experimental classes I and II obtained by means of Cluster Random Sampling. Data analysis was performed by variance analysis (ANAVA). The results of this study show that: 1) Spatial visual ability through CTL and PBL models is 0.70 < 4.09; 2) Mathematical problem solving ability through CTL and PBL models is 4.71 > 4.09; 3) Spatial visual ability and mathematical problem solving through the CTL and PBL models is 4.69 > 3.96. This study does not have a difference between spatial visual ability through CTL and PBL models, but it does have differences between mathematical problem solving ability through CTL and PBL models as well as spatial visual and problem-solving capabilities through CTL and PBL learning models

PERBEDAAN BERPIKIR KREATIF DAN PEMECAHAN MASALAH MELALUI MODEL CPS DAN CTL Cindy Irfani Manurung; Sajaratud Dur; Eka Khairani Hasibuan
Relevan : Jurnal Pendidikan Matematika Vol 2 No 3 (2022): Relevan : Jurnal Pendidikan Matematika
Publisher : Yayasan Amanah Nur Aman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.1089/relevan.v2i3.374

Penelitian ini bertujuan untuk mengetahui perbedaan kemampuan berpikir kreatif dan kemampuan pemecahan masalah matematis siswa yang diajar melalui model pembelajaran CPS dan CTL kelas XI SMA Cerdas Murni Tembung.. Analisis data dilakukan dengan dengan analisis varians (ANAVA). Hasil dari penelitian ini menunjukkan bahwa: 1) Kemampuan berpikir kreatif yang diajar melalui model pembelajaran CPS dan CTL adalah 10,845> 3,917; 2) Kemampuan pemecahan masalah matematis siswa yang diajar melalui model pembelajaran CPS dan CTL adalah 9,576< 3,917; 3) Kemampuan berpikir kreatif dan pemecahan masalah matematis siswa yang diajar melalui model pembelajaran CPS dan CTL adalah 0,232< 3,911; 4) Interaksi antara model pembelajaran CPS dan CTL terhadap kemampuan berpikir kreatif dan kemampuan pemecahan masalah matematis adalah 2,0632< 3,919. Penelitian ini memiliki perbedaan antara kemampuan berpikir kreatif yang diajar melalui model pembelajaran CPS dan CTL serta kemampuan pemecahan masalah yang diajar melalui model CPS dan CTL, tetapi tidak memiliki perbedaan antara kemampuan berpikir kreatif dan pemecahan masalah matematis yang diajar melalui model pembelajaran CPS dan CTL. Dan tidak adanya interaksi antara model pembelajaran CPS dan CTL terhadap kemampuan berpikir kreatif dan pemecahan masalah matematis. ABSTRACK This study aims to determine the differences in creative thinking skills and mathematical problem solving abilities of students who are taught through the CPS and CTL learning models for class XI SMA Cerdas Murni Tembung. Data analysis was carried out using analysis of variance (ANAVA). The results of this study indicate that: 1) The ability to think creatively taught through the CPS and CTL learning models is 10.845> 3.917; 2) The mathematical problem solving ability of students who are taught through the CPS and CTL learning models is 9.576 < 3.917; 3) The ability to think creatively and solve mathematical problems of students who are taught through the CPS and CTL learning models is 0.232 < 3.911; 4) The interaction between CPS and CTL learning models on creative thinking skills and mathematical problem solving abilities is 2.0632 < 3.919. This study has a difference between creative thinking skills taught through CPS and CTL learning models and problem solving skills taught through CPS and CTL models, but there is no difference between creative thinking skills and mathematical problem solving taught through CPS and CTL learning models. And there is no interaction between CPS and CTL learning models on creative thinking skills and mathematical problem solving.

PERBANDINGAN KEMAMPUAN BERPIKIR KREATIF YANG DIAJAR DENGAN STRATEGI PEMBELAJARAN PROBLEM BASED LEARNING DAN INQUIRY Siti Farida Hasni Lubis; Hadis Purba; Eka Khairani Hasibuan
Algebra : Jurnal Pendidikan, Sosial dan Sains Vol 1 No 3 (2021): Algebra : Jurnal Pendidikan, Sosial, dan Sains
Publisher : Yayasan Amanah Nur Aman

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Penelitian ini bertujuan untuk mengetahui apakah kemampuan berpikir kreatif matematis siswa yang diajar degan strategi pembelajaran Problem Based Learning lebih baik daripada siswa yang diajar dengan strategi Inquiry. Jenis Penelitian ini ialah penelitian kuantitatif, dengan pendekatan penelitian quasy eksperimen. Populasi penelitian ini adalah seluruh kelas XI SMA Swasta Cerdas Murni Kabupaten Deli Serdang, dan sampel pada penelitian ini yaitu kelas XI IPA 1 dan XI IPA 2 sebanyak 35 siswa dengan menggunakan teknik cluster random sampling. Pengujian hipotesis dilakukan dengan analisis varians. Hasil temuan ini menunjukkan nilai ????ℎ???????????????????? = 9,422 dan ???????????????????????? = 3,978. Hal ini bermaksud ????ℎ???????????????????? > ???????????????????????? dimana kemampuan berpikir kreatif yang diajar dengan strategi problem based learning lebih baik dari pada strategi pembelajaran inquiry. Kata Kunci : Kemampuan Berpikir Kreatif; Strategi Pembelajaran Problem Based Learning; Strategi Pembelajaran Inquiry. ABSTRACT This study aims to determine whether the mathematical creative thinking ability of students who are taught using the Problem Based Learning strategy is better than the students who are taught using the Inquiry strategy. This type of research is quantitative research, with a quasi-experimental research approach. The population of this study was all class XI SMA Swasta Cerdas Pure Deli Serdang Regency, and the samples in this study were class XI IPA 1 and XI IPA 2 as many as 35 students using cluster random sampling technique. Hypothesis testing is done by analysis of variance. These findings show the value of ???????????????????????? = 9.422 and ???????????????????????? = 3.978. This means that ???????????????????????? > ???????????????????????? where creative thinking skills taught by problem based learning strategies are better than inquiry learning strategies. Keywords : Creative Thinking Ability; Problem Based Learning Strategy; Inquiry Learning Strategy.

ANALISIS KEMAMPUAN KOMUNIKASI MATEMATIS SISWA PADA PEMBELAJARAN MATEMATIKA DI MASA PANDEMI COVID-19 Windi Rahmana Putri; Hadis Purba; Eka Khairani Hasibuan
Algebra : Jurnal Pendidikan, Sosial dan Sains Vol 1 No 3 (2021): Algebra : Jurnal Pendidikan, Sosial, dan Sains
Publisher : Yayasan Amanah Nur Aman

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Penelitian ini bertujuan untuk memperoleh informasi deskripsi kemampuan komunikasi matematis siswa SMA Cerdas Murni kelas XI MIA-1 pada pembelajaran matematika yang dilakukan selama masa pandemi Covid-19 dengan pembelajaran daring atau jarak jauh. Penelitian ini menggunakan pendekatan kualitatif dan jenis penelitian deskriptif kualitatif. Hasil dari penelitian ini menunjukkan (1) kemampuan komunikasi matematis siswa dengan kategori sangat baik (A) bahwa siswa memenuhi dan mencapai ketiga indikator yanng telah dirumuskan; (2) kemampuan komunikasi matematis pada kategori baik (A-) memenuhi ketiga indikator, akan tetapi pada indikator 3 siswa masih kurang memenuhi namun secara keseluruhan dapat dikatakan baik; (3) kemampuan komunikasi matematis pada kategori sedang (B) sudah cukup baik namun pada indikator 1 dan 3 masih belum terpenuhi; (4) kemampuan komunikasi matematis siswa pada kategori rendah (C) menunjukkan bahwa siswa belum memenuhi baik indikator 1, indikator 2 maupun indikator 3. Berdasarkan hasil analisis disimpulkan bahwa kemampuan komunikasi matematis pada pembelajaran matematika siswa kelas XI MIA-1 SMA Cerdas Murni selama pandemi Covid-19 sudah baik dengan persentase kategori baik 41,6%. Kata Kunci : Kemampuan Komunikasi Matematis; Pembelajaran Matematika; Pandemi Covid- 19. ABSTRACT As for this study, the aim of this study was to obtain information on the description of the mathematical communication skills of Cerdas Murni Senior High School students class XI MIA-1 in mathematics learning carried out during the Covid-19 pandemic by online or distance learning. This study uses a qualitative approach and the type of qualitative descriptive research. The results of this study indicate (1) students' mathematical communication skills with a very good category (A) that students meet and achieve the three indicators that have been formulated; (2) mathematical communication skills in the good category (A-) meet the three indicators, but in indicator 3 students still do not meet but overall it can be said to be good; (3) mathematical communication skills in the medium category (B) are quite good but indicators 1 and 3 are still not fulfilled; (4) students' mathematical communication skills in the low category (C) indicate that students have not met either indicator 1, indicator 2 or indicator 3. Based on the results of the analysis, it is concluded that mathematical communication skills in mathematics learning of class XI MIA-1 Cerdas Murni Senior High School during the pandemic Covid-19 is already good with a good category percentage of 41.6%. Keywords: Mathematical Communication Skills; Math Learning; Covid-19 Pandemic.

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