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<![CDATA[PENINGKATAN KEMAMPUAN KOMUNIKASI MATEMATIK SISWA MENGGUNAKAN MODEL PEMBELAJARAN KOPERATIF ]]>
<![CDATA[Fitriani Fitriani]]>;
<![CDATA[Wiwik Novitasari]]>
<![CDATA[ MES: Journal of Mathematics Education and Science Vol 3, No 1 (2017) ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara ]]>
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DOI: 10.30743/mes.v3i1.215
<![CDATA[Communication skills focus on the importance of speaking, writing, describing and explaining mathematical concepts. In achieving that success is by using cooperative learning model. This model is an effective teaching strategy in improving student achievement and socialization while contributed to their changing of attitudes and perceptions of the importance of learning and cooperation, including for their understanding of their peers from different ethnic backgrounds. This research was conducted at SD IT Faza Azkia Kelurahan Hutaraja, South Tapanuli Regency, North Sumatera Province. This research uses quasi experimental research method. This study aims to describe how to improve students 'mathematical communication skills before and after using cooperative learning model, and also to know the effectiveness of using cooperative learning model in improving students' mathematical communication ability. Based on the results of the study concluded there is an increase in the mathematical communication skills of students before and after using cooperative learning model. And the cooperative learning model is effective for teaching count number operations. This is shown by: the effectiveness of student learning activities, the ability of teachers in managing learning is effective, students 'responses to learning is positive and mastery of students' mathematical communication skills reach 100%.]]>
<![CDATA[PENGARUH METODE INKUIRI TERHADAP HASIL BELAJAR MATEMATIKA SISWA PADA MATERI POKOK EKSPONEN DI KELAS X SMA N 1 BATANG TORU ]]>
<![CDATA[Fitriani Fitriani]]>
<![CDATA[ MES: Journal of Mathematics Education and Science Vol 2, No 1 (2016) ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara ]]>
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DOI: 10.30743/mes.v2i1.114
<![CDATA[Abstract The background of this research problem is that there are student who are not able to use the properties of exponents and are not able to solve the problems exponent while teaching method used is a meaningful method is the method of inquiry (discovery). The main issues discussed in this study is there any influence on the results of the use of inquiry method of learning mathematics students in the subject matter exponent in class X SMA Negeri 1 Batang Toru. This study aims to explain extent of the influence of the methods of inquiry the math learning outcomes of students in the subject matter exponent in class X SMA Negeri 1 Batang Toru. Calculation of the two variables obtained by the average value of the variable X (inquiry method) is 43.77 are "enough" while the variable Y (the results of students' mathematics learning in the subject matter exponent) ie 14.81 are "enough". Based on the calculations in mind that r calculated at 0.7932 then thitung 8.4406 and 2.0189 ttable turns thitung ttabel, then the hypothesis is accepted / approved, so it can be concluded that a significant difference between the use of methods of inquiry to the results of students' mathematics learning in the subject matter exponent in class X SMA Negeri 1 Batang Toru with the category of "strong". KeywordsEffects, Methods of Inquiry, Mathematics Learning Outcomes.]]>
<![CDATA[KEEFEKTIFAN PENDEKATAN KONSTRUKTIVISME TERHADAP KEMAMPUAN PENALARAN MATEMATIS MAHASISWA PADA MATA KULIAH ANALISIS REAL ]]>
<![CDATA[Fitriani Fitriani]]>;
<![CDATA[Yulia Anita Siregar]]>
<![CDATA[ MES: Journal of Mathematics Education and Science Vol 3, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara ]]>
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DOI: 10.30743/mes.v3i2.494
<![CDATA[Abstract. This research was conducted at University of Muhammadiyah South Tapanuli in semester VI student of mathematics education program that follow Real Analytical course. This study aims to determine students' mathematical reasoning ability after using constructivism approach and also want to know the effectiveness of constructivism approach to mathematical reasoning ability, as well as expected to give benefit to lecturer of Real Analysis course lecturer. The method used to achieve the goal is by experimental method with pre-experimental design research design. This research produces: A very effective constructivism approach is used to teach real analysis courses. There is an increase in students' mathematical reasoning abilities after using constructivism approach.Keywords: Constructivism, Mathematical Reasoning, Real Analysis.]]>
<![CDATA[WORKSHOP PENGEMBANGAN BAHAN AJAR DI SMK KESEHATAN MARTABE SIPIROK ]]>
<![CDATA[Fitriani Fitriani]]>;
<![CDATA[Wiwik Novitasari]]>;
<![CDATA[Yulia Anita Siregar]]>
<![CDATA[ Martabe : Jurnal Pengabdian Kepada Masyarakat Vol 1, No 3 (2018): MARTABE : JURNAL PENGABDIAN KEPADA MASYARAKAT ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Tapanuli Selatan ]]>
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DOI: 10.31604/jpm.v1i3.149-157
<![CDATA[Proses belajar mengajar di sekolah sangat menentukan keberhasilan siswa. Dalam mencapai keberhasilan tersebut perlu bantuan dan dorongan dari guru serta orang tua. Namun dalam proses belajar di sekolah yang sangat banyak memberikan kontribusi adalah peran guru. Dalam hal ini guru dituntut sedemikian sehingga mampu membawa para siswa menuju keberhasilan dengan demikian maka guru baru dikatakan telah mencapai tujuan pembelajaran. Dalam mencapai tujuan tersebut banyak hal yang harus dilakukan guru salah satunya adalah pengembangan bahan ajar. Oleh karena, itu guru harus mampu mengembangkan bahan ajar atau buku paket yang sudah ada semenarik mungkin dengan bahasa yang sederhana dan di desain sedemikian rupa sehingga siswa dapat belajar mandiri disekolah maupun di rumah dengan bantuan bahan ajar yang dikembangkan tersebut. Tujuan kegiatan workshop ini adalah (1) Meningkatkan pengetahuan dan pemahaman para guru mengenai pengembangan bahan ajar. (2) Meningkatkan pengetahuan dan pemahaman para guru dalam meningkatakan motivasi belajar siswa. (3) Para guru mampu membuat desain pengembangan bahan ajar semenarik dan seefisien mungkin untuk dilaksanakan dalam proses pembelajaran. Pengabdian ini dilaksanakan di SMK Kesehatan Martabe Sipirok. Metode pelaksanaan yang dilakukan ialah berupa workshop. Pengabdian masyarakat ini dilaksanakan selama 3 bulan, pada bulan Januari - Maret 2016. Dimana kegiatan workshopnya dilaksanakan selama dua hari berturut-turut. Hasil workshop pengembangan bahan ajar ini yaitu bahwa guru-guru di SMK Kesehatan Martabe Sipirok sudah banyak memperoleh motivasi, informasi/pengetahuan terkait dalam pengembangan bahan ajar dan juga diperkirakan kedepannya para guru-guru khususnya di SMK Kesehatan Martabe Sipirok sudah mampu mengembangkan bahan ajar sendiri. Kata kunci: Workshop, Pengembangan, Bahan Ajar]]>
<![CDATA[UPAYA MENINGKATKAN KEMAMPUAN PENALARANMATEMATIS SISWA MELALUI MODEL PEMBELAJARAN MATEMATIKA KNISLEY (MPMK) DI SMA NEGERI 6 PADANGSIDIMPUAN ]]>
<![CDATA[Wiwik Novitasari]]>;
<![CDATA[Fitriani .]]>;
<![CDATA[Syarifah Tulmardiah Nasution]]>
<![CDATA[ JURNAL MathEdu (Mathematic Education Journal) Vol 3 No 3 (2020): JURNAL MathEdu (Mathematic Education Journal) Vol. 3 No. 3 November 2020 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan ]]>
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<![CDATA[Penelitian ini bertujuan untuk meningkatkan kemampuan penalaran matematis siswa dengan menerapkan model pembelajaran matematika Knisley (MPMK) pada pokok bahasan matriks. Jenis penelitian yang digunakan adalah penelitian tindakan kelas (PTK). Subjek dalam penelitian ini adalah siswa kelas XI-IA2 SMA Negeri 6 Padangsidimpuan yang terdiri dari 14 orang siswa laki-laki dan 16 orang siswa perempuan. Hasil persentase tes kemampuan penalaran matematis siswa pada siklus I sebesar 46,67% menjadi 86,67% pada siklus II dan peningkatan jumlah persentase peningkatan tes kemampuan penalaran matematis siswa sebesar 40%. Aktivitas siswa dalam belajar meningkat, hal ini diperoleh dari persentase 63,71% pada siklus I dan 81,03% pada siklus II dengan peningkatan sebesar 17,32%. Kinerja guru dalam mengelola kelasmeningkat dengan perolehan persentase pada siklus I sebesar 78,76% dan 98,87% pada siklus II dengan peningkatan sebesar 20,11%. Hasil akhir dari penelitian ini adalah memperlihatkan bahwa model pembelajaran matematika Knisley (MPMK) dapat meningkatkan kemampuan penalaran matematis siswa pada pokok bahasan matriks di kelas XI-IA 2 SMA Negeri 6 Padangsidimpuan.]]>
<![CDATA[Analisis kepercayaan diri mahasiswa pendidikan matematika dalam pembelajaran daring di era pandemi covid-19 ]]>
<![CDATA[Fitriani Fitriani]]>;
<![CDATA[Benny Sofyan Samosir]]>;
<![CDATA[Winmery Lasma Habeahan]]>
<![CDATA[ Journal of Didactic Mathematics Vol 2, No 3 (2021): December ]]>
Publisher : <![CDATA[Mahesa Research Center ]]>
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DOI: 10.34007/jdm.v2i3.1040
<![CDATA[Self-confidence is one of the affective aspects that must be considered and developed, especially in building student readiness in undergoing online learning in the current pandemic era. This study aims to analyze the confidence of mathematics education students in online learning in the era of the covid-19 pandemic. This research use descriptive qualitative approach. The subjects of this study were first semester students who took the Differential Calculus course in the Mathematics Education study program at the Universitas Muhammadiyah Tapanuli Selatan for the 2021/2022 academic year. The instrument used in this research is a questionnaire. The data obtained in this study were analyzed descriptively. Based on the results of the study, it shows that the indicators of student self-confidence in online learning in the era of the covid-19 pandemic have not fully achieved, but most of the indicators have mostly achieved self-confidence, namely the first indicator of believing in self-ability, most of them have achieved self-confidence. Students also have not fully met the second indicator, namely being able to act independently in making decisions. In the third indicator having a positive self-concept, most students have achieved this indicator. In the fourth indicator, namely daring to express opinions, almost some students have the courage to express opinions. To further increase student confidence, it is necessary to provide innovation in the implementation of online learning.]]>
<![CDATA[MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA DENGAN MENGGUNAKAN MODEL PEMBELAJARAN ASURANCE, RELEVANCE, INTEREST, ASSESMENT, SATISFACTION ]]>
<![CDATA[Putri Sri Mahyuni Lubis]]>;
<![CDATA[Fitriani Fitriani]]>;
<![CDATA[Nur Sahara]]>
<![CDATA[ Journal of Didactic Mathematics Vol 1, No 2 (2020): August ]]>
Publisher : <![CDATA[Mahesa Research Center ]]>
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DOI: 10.34007/jdm.v1i2.314
<![CDATA[The problem in this study is the low ability of students to solve mathematical problems. To solve this problem, the researchers used the ARIAS model. As for the purpose of this study is to improve students' mathematical problem-solving abilities, increase student activity, improve teacher teaching abilities through the ARIAS learning model. This type of research is classroom action research. The results of the research the problem-solving ability of the first cycle was 56% and 88% in the second cycle increased by 32%. The level of student activity towards mathematics increased, this was obtained by a percentage of 62% in cycle I, and 85% in cycle II increased by 23%. The teacher's ability to manage to learn was 56% in cycle I and 94% in cycle II, with an increase of 38%. The author concluded that students 'mathematical problem-solving abilities, student learning activities, and teachers' ability to manage learning increased in class X MIA-1 SMA Negeri 1 Padang Bolak.]]>
<![CDATA[Analisis kemampuan berpikir kritis matematis ditinjau dari resiliensi matematis mahasiswa pendidikan teknik informatika dan komputer ]]>
<![CDATA[Ade Evi Fatimah]]>;
<![CDATA[Fitriani Fitriani]]>
<![CDATA[ Journal of Didactic Mathematics Vol 2, No 2 (2021): August ]]>
Publisher : <![CDATA[Mahesa Research Center ]]>
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DOI: 10.34007/jdm.v2i2.871
<![CDATA[This study aims to determine the students' mathematical critical thinking abilities in terms of their mathematical resilience. The subjects of this study were students of Informatics and Computer Engineering Education STKIP Al Maksum in discrete mathematics courses, totaling 37 students. The research instrument used in the form of mathematical critical thinking ability test questions and student mathematical resilience questionnaires. The research method used is a correlational method with a quantitative approach. Then the data were analyzed using simple linear regression. The results showed that the mathematical critical thinking ability based on the mathematical resilience of the students of the Computer Informatics Engineering Education Study Program, STKIP Al Maksum, had a positive effect of 79.9%.]]>
<![CDATA[PENERAPAN MULTIPLE INTELLIGENCE DALAM PEMBELAJARAN MATEMATIKA: ANALISIS PADA KECERDASAN MUSIK ]]>
<![CDATA[Suwanto Suwanto]]>;
<![CDATA[Ade Evi Fatimah]]>;
<![CDATA[Fitriani Fitriani]]>
<![CDATA[ Journal of Didactic Mathematics Vol 1, No 3 (2020): December ]]>
Publisher : <![CDATA[Mahesa Research Center ]]>
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DOI: 10.34007/jdm.v1i3.445
<![CDATA[Less optimal musical intelligence in students and improper application in mathematics learning is the basis for the preparation of articles. The misunderstanding of applying musical intelligence is quite alarming, for example when students learn to listen to music, they actually don't use their musical intelligence to learn or change their behavior. In this condition, music has a role in arousing motivation, memory and reflexes to learn, not using musical intelligence to learn. The preparation of this article uses the literature review method with the keywords musical intelligence (musical intelligence), learning and learning mathematics in books and journals indexed by Googles choolar. The application of musical intelligence in mathematics learning requires careful consideration and expertise in designing learning to be carried out. Some examples of using musical intelligence in learning mathematics include converting notes into numbers, solving math problems related to scales, designing memorization of mathematical formulas in the form of chants that are fun for students.]]>
<![CDATA[PELATIHAN DAN PENDAMPINGAN PENGEMBANGAN BAHAN AJAR DAN SELF EFFICACY MENGAJAR UNTUK MENINGKATKAN KINERJA GURU ]]>
<![CDATA[Yulia Anita Siregar]]>;
<![CDATA[Muhammad Darwis]]>;
<![CDATA[Anas Munandar Matondang]]>;
<![CDATA[Fitriani Fitriani]]>;
<![CDATA[Muhammad Rofik Siregar]]>;
<![CDATA[Aisyah Karimah S]]>;
<![CDATA[Muhammad Yusuf Harahap]]>
<![CDATA[ JURNAL PENGABDIAN MANDIRI Vol. 1 No. 12: Desember 2022 ]]>
Publisher : <![CDATA[Bajang Institute ]]>
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<![CDATA[Tujuan pelatihan dan pendampingan ini adalah sebagai wujud dari pelaksanaan Tri Darma Perguruan Tinggi yaitu pengabdian masyarakat. Upaya untuk memperbaiki proses pembelajaran dan kinerja guru yaitu dengan mengikuti berbagai pelatihan dan pendampingan pengembangan bahan ajar dan self efficacy mengajar guru. Sehingga meningkatkan pengetahuan guru tentang penerapan pendekatan pembelajaran, strategi pembelajaran, metode pembelajaran, model pembelajaran, dan teknik pembelajaran yang sesuai dengan kebutuhan, meningkatkan pengetahuan dan keterampilan peserta pelatihan dalam mengembangkan media pembelajaran, meningkatkan pengetahuan dan keterampilan peserta pelatihan dalam menulis dan mengembangkan bahan ajar. Berdasarkan penelitian sebelumnya terkait pengembangan bahan ajar dan self efficacy mengajar untuk meningkatkan kinerja guru yang dilaksanakan kepada beberapa guru di Sekolah Kecamatan Sipirok, masih banyak guru yang belum memahami cara membuat dan mengembangkan bahan ajar yang baik dan benar serta memiliki self efficacy mengajar yang rendah. Berangkat dari permasalahan tersebut selaku dosen di lingkungan Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Muhammadiyah Tapanuli Selatan (UMTS) merasa peduli dan tergerak untuk melaksanakan pengabdian masyarakat melalui pelatihan dan pendampingan bagi guru-guru di SMP Negeri 1 Sipirok.]]>
