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Pengembangan Media Pembelajaran Matematika Articulate Storyline 3 Berbasis Android Dichi Wahyudi; Zul Amry
Jurnal Fibonaci: Jurnal Pendidikan Matematika Vol 3, No 1 (2022): JURNAL FIBONACI: JURNAL PENDIDIKAN MATEMATIKA
Publisher : Prodi Pendidikan Matematika FMIPA Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jfi.v3i1.35077

Penelitian ini bertujuan untuk mengembangkan dan mengetahui kelayakan, kepraktisan serta keefektifan dari media pembelajaran matematika articulate storyline 3 berbasis android pada materi himpunan kelas VII SMP Muhammadiyah 3 Medan. Penelitian ini menggunakan model pengembangan ADDIE yang terdiri dari lima tahap pengembangan yaitu: Analysis (A), Design (D), Development (D), Implementation (I), Evaluation (E). Instrumen penilaian adalah lembar angket yang digunakan untuk uji kelayakan dari produk media pembelajaran matematika articulate storyline 3 berbasis android. Hasil penelitian pengembangan ini telah dihasilkan produk media pembelajaran matematika articulate storyline 3 berbasis android pada materi himpunan di kelas VII dengan kelayakan sesuai hasil penilaian ahli media memperoleh persentase sebesar 88,88% dengan kategori sangat layak, penilaian ahli materi memperoleh presentase 90% dengan kategori sangat layak. Respon dari guru memperoleh persentase sebesar 84% dengan kategori sangat praktis, dan respon siswa memperoleh presentase sebesar 87,16% dengan kategori sangat praktis. Untuk penilaian keefektifan media pembelajaran diperoleh presentase 85% siswa tuntas dalam belajar perkelas dan 85,5% siswa yang memberikan respon positif terhadap media pembelajaran yang dikembangkan dapat dikatakan sebagai efektif. Hasil uji media pembelajaran matematika articulate storyline 3 berbasis android yang dikembangkan sangat layak, praktis, dan efektif serta dapat digunakan sebagai media pembelajaran matematika pada materi himpunan kelas VII SMP.

DEVELOPMENT OF GUIDED DISCOVERY-BASED LEARNING TOOLS USING HYPERCONTENT TO IMPROVE STUDENTS' MATHEMATICAL CRITICAL THINKING ABILITY Maulidia Wanahari; Zul Amry; elmanani simamora
Prima: Jurnal Pendidikan Matematika Vol 6, No 2 (2022): Prima : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v6i2.5514

Online learning (in the network) is learning online through specified media. This study aims to: 1) describe how the level of validity, practicality and effectiveness of guided discovery-based learning tools using Hypercontent to improve critical mathematical thinking skills at SMAN 1 Tambangan; 2) describe the improvement of students' mathematical critical thinking skills using guided discovery-based learning tools using Hypercontent at SMAN 1 Tambangan The method used in this research is development research. The subjects in this study were the 11th grade students SMAN 1 Tambangan in the academic year 2021/2022. The results showed that 1) Guided discovery-based learning tools using hypercontent to improve students' mathematical critical thinking skills that were developed already met the criteria of being valid, practical and effective; 2) The improvement of mathematical critical thinking skills using guided discovery-based learning tools using hypercontent that has been developed seen from the N-gain value in the first trial of 0.33 increased to 0.4 in the second trial, meaning that it is in the "medium" category.

PENGARUH KEMAMPUAN AWAL MATEMATIS DAN MODEL PEMBELAJARAN (KOOPERATIF TIPE STUDENT TEAM ACHIEVEMENT DIVISION DAN PROBLEM BASED LEARNING) TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS DAN SELF AFFICACY SISWA DI MTSN 1 SINGKIL Ninda Safira; Zul Amry; Mariani
HISTOGRAM: Jurnal Pendidikan Matematika Vol. 8 No. 1 (2024): Jurnal Pendidikan Matematika
Publisher : STKIP Andi Matappa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31100/histogram.v8i1.3505

Tujuan riset ini yaitu: (1) Jika nilai probabilitas (sig) hipotesis pertama 0,001 < 0,05 maka H0 ditolak; atau jika Ftabel memuat df1 = k-1 = 4-1 = 3 dan Fhitung ? Ftabel, dimana 79.027 ?2.816 maka H0 ditolak. Hasil penelitian menemukan maka kemahiran komunikasi matematis peserta didik mendapatkan hasil secara signifikan oleh kemampuan awal matematika yang dapat tergolong tinggi, sedang, atau rendah, dengan pengaruh yang cukup besar 67,5%; (2) Hipotesis kedua yang menghasilkan nilai probabilitas (sig) dengan 0,000 adapun tepat dibawah nilai signifikansi 0,05, menolak H0; atau Fhitung?Ftabel, dimana 30.182?2.816, menolak H0. Dengan besar pengaruh sebesar 70,5%, hasil tersebut menunjukkan bahwa efikasi diri siswa dipengaruhi secara signifikan oleh kemampuan awal matematikanya (tinggi, sedang, buruk). Selanjutnya hipotesis ketiga juga ditolak karena adanya kemungkinan (sig) 0,000 lebih kecil dari 0,05 atau fakta bahwa Fhitung?Ftabel (80,134?2,816). Lalu model pembelajaran (STAD dan PBL) mengahdirkan pengaruh cukup besar sebesar 60,9% terhadap kemampuan komunikasi matematis siswa; (4) Hipotesis keempat ditolak karena probabilitas (sig) sebesar 0,000 lebih kecil dari 0,05 atau Fhitung?Ftabel, dimana 36,521?2,816; oleh karena itu, H0 ditolak. Dalam hal ini terdapat pengaruh yang cukup besar sebesar 67,2% model pembelajaran (STAD dan PBL) terhadap efikasi diri siswa; (5) Dari hipotesis kelima terbukti bahwa probabilitas (sig) sebesar 1,000 lebih besar dari 0,05 atau Fhitung?Ftabel dimana 0,000?2,816 maka H0 diterima. Karena kemampuan komunikasi matematis siswa tidak dipengaruhi oleh kemampuan awal matematika dan metodologi pembelajaran yang digunakan (STAD dan PBL), maka tes post hoc dihentikan. Model pembelajaran (STAD dan PBL) dikenakan pengaruh kumulatif (interaksi) sebesar 0,1% dari KAM (rendah, sedang, dan tinggi). (6) Pada hipotesis keenam terlihat bahwa nilai probabilitas (sig) sebesar 2,020 lebih besar dari 0,05 atau Fhitung?Ftabel Jika 1.013?2.816, H0 disetujui. Kemudian tes post hoc ditiadakan karena kemampuan matematika awal (tinggi, sedang, dan rendah) dan mode pembelajaran (STAD dan PBL) tidak berinteraksi secara signifikan terhadap self-eficacy siswa. Sebesar 0,6%, gabungan pengaruh (interaksi) KAM rendah, sedang, dan tinggi pada model pembelajaran STAD dan PBL inilah yang berpengaruh secara signifikan terhadap kemampuan self-eficacy siswa.

Meningkatkan Kemampuan Penalaran Matematis Siswa dengan Menggunakan Pendekatan Matematika Realistik (PMR) di Kelas VII Beatrix Anela Silitonga; Zul Amry
JURNAL RISET RUMPUN MATEMATIKA DAN ILMU PENGETAHUAN ALAM Vol. 3 No. 1 (2024): April : Jurnal Riset Rumpun Matematika dan Ilmu Pengetahuan Alam
Publisher : Pusat riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurrimipa.v3i1.2491

This research aims to improve students' mathematical reasoning abilities by using students' realistic mathematical approach to the material of plane figures, quadrilaterals, triangles. This type of research is classroom action research which consists of 2 cycles. The subjects of this research were students in class VII-8 of SMP Negeri 31 Medan, consisting of 32 students. The instruments used in this research were initial test sheets, mathematical reasoning ability test sheets and observation sheets. After the research was carried out for 2 cycles, the results of this research showed that there was an increase in student learning outcomes. This is indicated by the average value in cycle I being 78.78 to 87.28 in cycle II. Meanwhile, the percentage of classical completion increased from cycle I, namely 62.5% to 87.5% in cycle II, so it can be seen that this research has met the specified success indicators. Based on the results obtained, it can be concluded that: 1) the mathematical reasoning abilities of class VIII-1 students at SMPN 31 Medan increased after implementing a learning process with a realistic mathematical approach. 2) by applying a realistic mathematical approach to the learning process, students' mathematical reasoning abilities increase until they reach classical mastery.

Penerapan Model Kooperatif Tipe Tps Untuk Meningkatkan Kepercayaan Diri Siswa dan Kemampuan Komunikasi Matematis di SMPN 5 Percut Sei Tuan Veronika Veronika; Zul Amry
JURNAL RISET RUMPUN MATEMATIKA DAN ILMU PENGETAHUAN ALAM Vol. 3 No. 1 (2024): April : Jurnal Riset Rumpun Matematika dan Ilmu Pengetahuan Alam
Publisher : Pusat riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurrimipa.v3i1.2519

The objective of this research is to investigate the potential impact of implementing the TPS cooperative learning model on enhancing the self-confidence and mathematics communication abilities of seventh-grade students at SMP Negeri 5 Percut Sei Tuan. The specific focus will be on the Set content. This study used a class action research design, consisting of two distinct cycles. Each iteration comprises two meetings. The participants in this research consisted of 28 students from class VII-8 of SMP Negeri 5 Percut Sei Tuan. The primary focus of this study is to enhance students' self-confidence and mathematical communication abilities by using the TPS cooperative learning model on Set material at SMP Negeri 5 Percut Sei Tuan during the academic year 2022/2023. Based on the findings derived from the analysis of the data, it was observed that the mean score for students' initial self-confidence was 53.61. Additionally, the mean test score for students' initial communication skills was found to be 44.92. Among the participants, a total of 3 students (13.04%) demonstrated mastery in this area, while the remaining 20 students (86.95%) had not yet achieved mastery. The learning process in cycle I was conducted using the TPS model. As a result, the average score of student confidence increased to 62.14, while the average score of the mathematical communication ability test increased to 55.80. Out of the total number of students, 8 students (34.78%) reached the completion criteria, while 15 students (65.21%) did not reach the completion criteria. In the second cycle, there was an observed increase in student performance. The average score for student confidence was recorded as 76.29, while the average score for the mathematical communication ability test was 75.97. Out of the total number of students, 19 students (82.60%) achieved completeness in the test, while 4 students (17.40%) did not reach completeness. The self-confidence questionnaire and mathematical communication skills exam administered in cycle II yielded results indicating a satisfactory level of student proficiency.

Penerapan Model Problem Based Learning untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis Siswa di Kelas VIII – A SMP Negeri 1 Stabat Radika Ananda; Zul Amry
JURNAL RISET RUMPUN MATEMATIKA DAN ILMU PENGETAHUAN ALAM Vol. 3 No. 1 (2024): April : Jurnal Riset Rumpun Matematika dan Ilmu Pengetahuan Alam
Publisher : Pusat riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurrimipa.v3i1.2543

This study aims to determine whether applying the Problem Based Learning model can improve the mathematical problem solving ability of students of class VIII-A SMP Negeri 1 Stabat on SPLDV. This research is a class action research conducted in two cycles. Each cycle consists of 2 meetings. The subjects in this study were students of class VIII-A SMP Negeri 1 Stabat totalling 30 students. The object of this research is the improvement of students' mathematical problem solving ability through the application of the Problem Based Learning learning model on SPLDV material at SMP Negeri 1 Stabat in the 2023/2024 school year. Based on the results of data analysis, the average initial test score was 47.11 with the number of students who reached mastery as many as 4 students (13.33%) and students who had not reached mastery as many as 26 students (86.67%). Then learning was carried out with the Problem Based Learning learning model in cycle I and there was an increase in the problem solving ability test with an average value of 63.44 with 19 students or as many as (63.33%). Then students who have not reached completeness are 11 students or as many as (36.67%). Then in cycle II there was an increase with the average value of the student problem solving ability test being 84.11, with a total completeness of 26 students or as many as (86.67%) and the number of students who had not reached completeness was 4 students or as many as (13.33%). The level of student completeness of the problem solving ability test given in cycle II reached the good category, therefore it can be said that learning has been achieved. Thus it can be said that the class has reached more than 85% of students who have been completed to solve problems. So it can be concluded that using the Problem Based Learning model can improve students' mathematical problem solving skills.

Comparative Analysis between the Problem-Based Learning Model and the Discovery Learning Model on Students’ Learning Outcomes Tambunan, Lois; Zul Amry; Nerli Khairani
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 4 (2026): April
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i4.7454

This research seeks to compare the effectiveness of the Problem-Based Learning (PBL) model with that of the Discovery Learning (DL) model in enhancing students’ learning outcames. The study was conducted with Grade XI learners at SMA Negeri 1 Siantar and utilized a quantitative method through a quasi-experimental design. Data were obtained through a post-test consisting of five essay items assessing cognitive learning outcomes. The instrument’s validity and reliability were assessed through product–moment correlation and Cronbach’s Alpha procedures. The results of the study showed that students taught using the PBL (Problem-Based Learning) model achieved higher average scores (mean = 74.26, SD = 14.29) than those taught using the discovery learning model (mean = 65.52, SD = 15.91). The t-test findings revealed a meaningful difference between the two groups (tₕ = 2.51 > tₜ = 1.995, α = 0.05). This result indicated that Problem Based Learning outperforms Discovery Learning in improving students’learning outcames

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