Article Per Year (5 Year)
p-Index From 2021 - 2026
6.969
P-Index
This Author published in this journals
All Journal Jurnal Dikdas Jurnal Elektronik Pendidikan Matematika Tadulako Jurnal Kreatif Tadulako Online AKSIOMA Jurnal Pendidikan Matematika Tadris: Jurnal keguruan dan Ilmu Tarbiyah NUMERICAL (Jurnal Matematika dan Pendidikan Matematika) Jurnal Ilmiah Peuradeun Desimal: Jurnal Matematika INSPIRAMATIKA Beta: Jurnal Tadris Matematika Jurnal Pendidikan Matematika (JUDIKA EDUCATION) Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Jambura Journal of Mathematics Education Jurnal Riset Pendidikan MIPA Aksioma Euler : Jurnal Ilmiah Matematika, Sains dan Teknologi DedikasiMU: Journal of Community Service Media Eksakta Journal of Advanced Sciences and Mathematics Education Aurelia: Jurnal Penelitian dan Pengabdian Masyarakat Indonesia JME (Journal of Mathematics Education) Mitra Sains Jurnal Pendidikan MIPA Jurnal Elektronik Pendidikan Matematika Tadulako JME (Journal of Mathematics Education) AKSIOMA
Sutji Rochaminah
Program Studi Pendidikan Matematika, Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Tadulako, Indonesia
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Education Electrical & Electronics Engineering Environmental Science Industrial & Manufacturing Engineering Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Physics Social Sciences Other

Published : 127 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 127 Documents
Search

 9   10   11   12   13 
PENERAPAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING UNTUK MENINGKATKAN HASIL BELAJAR PADA MATERI LUAS PERMUKAAN DAN VOLUME BALOK SISWA KELAS VIII A2 SMP NEGERI 14 PALU Uswatun Hasanah; Abd.Hamid; Sutji Rochaminah
Aksioma Vol. 7 No. 1 (2018)
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/aksioma.v7i1.183

Abstract

Abstrak: Penelitian ini bertujuan untuk mendeskripsikan tentang penerapan Pendekatan Contextual Teaching and Learning (CTL) yang dapat meningkatkan hasil belajar pada materi luas permukaan dan volume balok siswa Kelas VIII A2 SMP Negeri 14 Palu. Jenis Penelitian ini adalah penelitian tindakan kelas (PTK). Rancangan penelitian ini mengacu pada desain penelitian Kemmis dan Mc.Taggart yakni (1) perencanaan, (2) pelaksanaan tindakan, (3) observasi dan (4) refleksi. Penelitian ini dilakukan dalam dua siklus. Hasil penelitian menunjukkan bahwa melalui penerapan pendekatan CTL dapat meningkatkan hasil belajar siswa mengikuti langkah-langkah, yaitu: (1) guru melakukan absensi, menyampaikan tujuan pembelajaran dan memotivasi siswa serta memberikan apersepsi, (2) guru mendampingi siswa mengkonstruksi pengetahuan siswa melalui interaksi siswa dengan objek, fenomena, pengalaman, dan lingkungan siswa serta guru memberikan stimulus, (3) guru menyajikan suatu masalah yang ada dikehidupan sehari-hari yang berkaitan dengan materi yang diajarkan dan mengarahkan siswa untuk dapat menemukan pemecahan masalah yang diberikan, (4) guru mengorganisasikan siswa ke dalam kelompok, membagikan LKS serta alat peraga yang digunakan, (5) guru meminta perwakilan setiap kelompok untuk menyajikan hasil diskusi kelompoknya, (6) guru menggali pemahaman siswa melalui tanya jawab, (7) guru membimbing siswa untuk membuat kesimpulan dan memberikan refleksi terhadap kegiatan pembelajaran yang telah dilakukan, (8) guru memonitoring kerja siswa, membimbing siswa jika ada yang belum memahami dan mengumpulkan LKS hasil diskusi siswa, (9) guru memberikan penghargaan kepada kelompok terbaik, memberikan PR mengenai materi luas permukaan dan volume balok. Kata Kunci: Pendekatan Contextual Teaching and Learning, Hasil Belajar, Luas Permukaan dan Volume Balok Abstract: This study aims to describe the application of Contextual Teaching and Learning (CTL) Approach that can improve learning outcomes on surface area material and the volume of blocks of students of Class VIII A2 SMP Negeri 14 Palu. This type of research is classroom action research (PTK). The design of this study refers to the design of Kemmis and Mc.Taggart research that is (1) planning, (2) implementation of action, (3) observation and (4) reflection. This study was conducted in two cycles. The results showed that through the application of the approach CTL can improve student learning outcomes following the steps, namely: (1) teachers perform absenteeism, convey the purpose of learning and motivate students and provide apersepsi, (2) teachers assist students construct student knowledge through interaction students with objects, phenomena, experiences, and the environment of students and teachers provide stimulus, (3) the teacher presents an existing problem in daily life related to the material being taught and directs students to be able to find the problem solving provided, (4) the teacher organize students into groups, distribute LKS and props used, (5) Teacher asks representatives of each group to present the results of group discussion, (6) teachers explore students understanding through question and answer, (7) teachers guide students to make conclusions and give reflection on the learning activities that have been done, (8) teachers memo nitationing of students work, guiding students if they have not understood and collecting student discussion results, (9) teachers giving awards to the best groups, giving homework PR about the surface area and beam volume. Keywords: Contextual Teaching and Learning Approach, Learning Outcomes, Surface Area and Block Volume
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY (TSTS) PADA MATERI SISTEM PERSAMAAN LINEAR DUA VARIABEL UNTUK MENINGKATKAN HASIL BELAJAR SISWA KELAS VIII SMP NEGERI 2 LORE TENGAH Tirta Andriani Ndawu; Bakri; Sutji Rochamina
Aksioma Vol. 7 No. 2 (2018)
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/aksioma.v7i2.197

Abstract

Abstrak: Penelitian ini bertujuan untuk memperoleh deskripsi penerapan model pembelajaran kooperatif tipe Two Stay Two Stray (TSTS) untuk meningkatan hasil belajar siswa dalam menyelesaikan sistem persamaan linear dua variabel (SPLDV) di kelas VIII SMP Negeri 2 Lore Tengah. Penelitian ini adalah penelitian tindakan kelas (PTK) yang mengacu pada desain penelitian Kemmis dan Mc. Taggart yakni (1) perencanaan, (2) pelaksanaan tindakan, (3) observasi dan (4) refleksi. Subjek penelitian ini sebanyak 32 siswa dan dipilih tiga orang siswa sebagai informan. Penelitian ini dilaksanakan dalam dua siklus. Hasil penelitian yang diperoleh menunjukkan bahwa dengan menerapkan model pembelajaran kooperatif tipe TSTS dapat meningkatkan hasil belajar siswa kelas VIII SMP Negeri 2 Lore Tengah pada materi SPLDV, dengan 6 fase pada TSTS: 1) menyampaikan tujuan dan memotivasi siswa, 2) menyajikan informasi berupa metode grafik, eliminasi dan substitusi dalam menyelesaikan SPLDV, siklus II menjelaskan metode campuran eliminasi dan substitusi, 3) Mengorganisasikan siswa kedalam kelompok kecil beranggotakan 4 siswa yang kemampuannya heterogen, dan membagikan LKS kepada setiap kelompok 4) Membimbing kelompok belajar, kemudian dua dari empat anggota dari masing-masing kelompok meninggalkan kelompoknya dan bertamu ke kelompok yang lain, sementara dua anggota yang tinggal dalam kelompok bertugas menyampaikan hasil kerja dan informasi mereka ke tamu. Kemudian tamu mohon diri dan kembali ke kelompok masing-masing dan melaporkan temuannya serta mencocokkan dengan hasil kerja mereka 5) Evaluasi pada fase ini 4 kelompok mempresentasikan hasil yang diperoleh dan kelompok lain menanggapi, 6) Pemberian penghargaan. Kata kunci: model pembelajaran kooperatif tipe TSTS; hasil belajar; sistem persamaan linear dua variabel. Abstract: This research aimed to describe of the application cooperative learning model type Two Stay Two Stray (TSTS) to improve student learning outcomes in solving system problem of two linear equations in class VIII SMP Negeri 2 Lore Tengah. This research was a classroom action research (PTK) which referred to Kemmis and Mc.Taggart research design that were (1) planning, (2) implementation of the action (3) observiation and (4) reflecting. The subjects of this study were 32 students and selected three students as informants. This study was conducted in two cycles. The results showed that by applying cooperative learning model of TSTS type can improve student learning result of VIII class of SMP Negeri 2 Lore Tengah on SPLDV material, with 6 phases at TSTS: 1) convey the purpose and motivate students, 2) present information in the form of graphic method, elimination and substitution in completing the SPLDV, cycle II describes a mixed elimination and substitution method, 3) Organizing students into small groups of 4 students with heterogeneous ability, and distributing LKS to each group 4) Guiding the study group, then two of the four members of each the group leaves the group and visits the other group, while the two members who live in the group are assigned to deliver their work and information to the guests. Then the guests excuse themselves and return to their respective groups and report their findings and match them with their work 5) Evaluation in this phase 4 groups present the results obtained and other groups respond, 6) Award presentation Keywords: cooperative learning model TSTS, learning outcomes, system of two linear equations.
KEMAMPUAN GURU MATEMATIKA DALAM MERENCANAKAN DAN MELAKSANAKAN PEMBELAJARAN DI SMA NEGERI 3 PALU Herdawati, Herdawati; Rochaminah, Sutji; Paloloang, Baharuddin
Aksioma Vol. 8 No. 1 (2019)
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/aksioma.v8i1.204

Abstract

Abstrak: Tujuan penelitian ini adalah untuk memperoleh deskripsi kemampuan guru matematika dalam merencanakan dan melaksanakan pembelajaran di SMA Negeri 3 Palu. Jenis penelitian yang digunakan adalah penelitian kualitatif. Untuk memperoleh data penelitian digunakan tiga teknik pengumpulan data yaitu rekaman video, wawancara, dan dokumentasi. Hasil penelitian menunjukan perencanaan pelaksanaan pembelajaran sudah sesuai dengan pedoman pembuatan RPP yang di keluarkan oleh Kementrian Pendidikan dan Kebudayaan tentang Pembelajaran pada Pendidikan Dasar dan Menengah yang di dalamnya terdapat komponen RPP yaitu identitas sekolah, identitas mata pelajaran, kelas/semester, materi pokok, alokasi waktu, KD, indikator, tujuan pembelajaran, metode, kegiatan pembelajaran, media, sumber, dan penilaian, sedangkan pada pelaksanaan pembelajaran yang dilaksanakan oleh kedua guru matematika yang menjadi subjek penelitian yaitu terdiri dari pendahuluan, inti, dan penutup. Kata kunci: Kemampuan guru, merencanakan, melaksanakan pembelajaran Abstract: The purpose of this study is to obtain a description of the ability of mathematics teachers in planning and implementing learning in SMA Negeri 3 Palu. The type of research used is qualitative research. To obtain research data used three techniques of data collection ie video recording, interviews, and documentation. The result of the research shows that the planning of learning implementation is in accordance with the guidance of making RPP which is issued by the Ministry of Education and Culture of Learning on Primary and Secondary Education in which there are RPP components namely school identity, subject identity, class / semester, subject matter, , KD, indicators, learning objectives, methods, learning activities, media, sources, and assessments. While on the implementation of learning conducted by both teachers of mathematics who became the subject of research that consists of the introduction, core, and cover. Key words: Teacher ability, planning, implementing learning
PERBEDAAN PEMAHAMAN KONSEP MATEMATIKA ANTARA SISWA YANG BELAJAR DENGAN MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DAN KONVENSIONAL Hadijah, Siti; Rochaminah, Sutji; Jaeng, Maxinus
Aksioma Vol. 8 No. 2 (2019)
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/aksioma.v8i2.213

Abstract

Abstrak: Penelitian ini bertujuan untuk mengetahui apakah pemahaman konsep matematika siswa yang belajar dengan menggunakan model pembelajaran kooperatif tipe jigsaw lebih baik daripada pemahaman konsep matematika siswa yang belajar dengan menggunakan model pembelajaran konvensional di Kelas IX MTs Negeri 1 Kota Palu. Hipotesis penelitian ini adalah pemahaman konsep matematika siswa yang belajar dengan menggunakan model pembelajaran kooperatif tipe jigsaw lebih baik daripada pemahaman konsep matematika siswa yang belajar dengan menggunakan pembelajaran konvensional. Jenis penelitian ini adalah eksperimen semu. Desain penelitian ini adalah pre-post test control design. Populasi penelitian ini adalah seluruh siswa kelas IX MTs Negeri 1 Kota Palu dengan teknik pengambilan sampel cluster random sampling. Nilai rata-rata siswa kelas eksperimen 47 dan standar deviasi 17,04 sedangkan nilai rata-rata siswa kelas kontrol 40 dan standar deviasi 13,40. Data yang diperoleh berdistribusi normal dan homogen, maka pengujian hipotesis menggunakan teknis statistik parametris yaitu uji t. Hasil pengujian hipotesis diperoleh bahwa nilai ????tabel = 1,67 dan ????hitung = 2,96 sehingga H1 diterima dan H0 ditolak. Hal ini menunjukkan bahwa pemahaman konsep matematika siswa yang belajar dengan menggunakan model pembelajaran kooperatif tipe jigsaw lebih baik daripada pemahaman konsep matematika siswa yang belajar dengan menggunakan model pembelajaran konvensional di kelas IX MTsN 1 Kota Palu. Kata Kunci: Model Pembelajaran Kooperatif Tipe Jigsaw, Model Pembelajaran Konvensional, dan Pemahaman Konsep Abstract: This research purposed to determine is mathematics concept understanding students who learn by using jigsaw cooperative learning model better than students who learn by using conventional learning model in class IX MTs Negeri 1 Kota Palu. The hypothesis is that mathematics concept understanding students who learn by using jigsaw cooperative learning model better than students who learn by using conventional learning model. The type of research is a quasi experiment. Design of research is pre-post control design. The population of this research is all students of class IX MTs Negeri 1 Kota Palu with samples taken by cluster random sampling technique. The average score of the experiment class students is 47 and standard deviation is 17.04 and the average score of the control class students is 40 and standard deviation is 13.40. The data is normal distribution and homogen, hypothesis test using t test. Results of hypothesis test obtained value ????table = 1.67 and ????count = 2.96 it means H1 is accepted and H0 is rejected. This indicated that mathematics concept understanding students who learn by using jigsaw cooperative learning model have better than mathematics concept understanding students who learn by using conventional learning model in class IX MTsN 1 Kota Palu. Keywords: Jigsaw Cooperative Learning Model, Conventional Learning Model, and Concept Understanding
PELATIHAN PENERAPAN MODEL PEMBELAJARAN PENEMUAN TERBIMBING UNTUK MENEMUKAN LUAS BANGUN DATAR BAGI GURU SD DI KKG GUGUS I KECAMATAN SIRENJA KABUPATEN DONGGALA Sugita, Gandung; Anggraini, Anggraini; Rochaminah, Sutji; Jaeng, Maxinus
Aksioma Vol. 10 No. 2 (2021): AKSIOMA : Jurnal Pendidikan Matematika FKIP Universitas Tadulako
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/aksioma.v10i2.1367

Abstract

Pelatihan yang dilakukan dalam kegiatan pengabdian kepada masyarakat ini adalah penerapan salah satu model dalam pembelajaran matematika, yaitu model pembelajaran penemuan terbimbing. Model ini diwajibkan dalam Kurikulum 2013. Melalui model ini diharapkan siswa menemukan sendiri konsep-konsep matematika khususnya luas bangun datar, sehingga ilmu tersebut tidak hanya dihafal tapi di pahami dengan baik. Oleh karena itu, tim pengabdian melakukan kegiatan ini dengan tujuan untuk membantu guru-guru SD di KKG Gugus I kecamatan Sirenja kabupaten Donggala dalam penerapan model pembelajaran penemuan terbimbing sesuai amanat Kurikulum 2013. Model pembelajaran penemuan terbimbing yang disimulasikan oleh tim Pengabdian, yaitu menemukan luas bangun datar yang meliputi: persegi, persegi panjang, segitiga, jajargenjang, belahketupat, trapesium dan lingkaran. Penerapan model ini menggunakan karton sebagai alat peraga, yang dapat dibentuk menjadi bangun datar. Berdasarkan hasil angket, diperoleh: 45,83% guru menyatakan sangat setuju bahwa materi tentang Model Pembelajaran Penemuan Terbimbing yang disampaikan, memberikan pemahaman yang baik tentang langkah-langkah pembelajaran penemuan terbimbing, dan 54,17% guru menyatakan setuju. Selain itu, 54,17% guru menyatakan sangat setuju bahwa Penerapan Model Pembelajaran PenemuanTerbimbing pada materi menemukan luas bangun datar yang disimulasikan, dapat menumbuhkan motivasi dan keaktifan siswa dalam pembelajaran, serta menciptakan pembelajaran yang tidak hanya menghafal rumus luas tetapi mampu menemukan rumus tersebut, dan 45,83% guru menyatakan setuju.
PENGEMBANGAN MODEL PEMBELAJARAN BERBASIS PENGAJUAN MASALAH MATEMATIKA UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS MATEMATIS SISWA SMP Sutji Rochaminah; Anggraini; Gandung Sugita; Baharuddin Paloloang
Aksioma Vol. 11 No. 2 (2022): AKSIOMA : Jurnal Pendidikan Matematika FKIP Universitas Tadulako
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/aksioma.v11i2.2517

Abstract

Tujuan penelitian ini adalah menghasilkan model pembelajaran berbasis pengajuan masalah matematika yang dapat meningkatkan kemampuan berpikir kritis matematis siswa SMP yang valid. Penelitian ini menggunakan pendekatan penelitian dan pengembangan (R&D) yang merupakan tahap pengembangan sebagai lanjutan dari tahap Studi Pendahuluan. Hasil dari tahap pengembangan menghasilkan model pembelajaran berbasis pengajuan masalah matematika yang valid. Kesimpulan penelitian ini bahwa model pembelajaran berbasis pengajuan masalah matematika memuat komponen sintaks yang terdiri atas 6 fase yaitu 1 Persiapan, 2, Penyajian informasi, 3 Pemberian Rangsangan, 4 Pengajuan soal, 5 Pembimbingan dan 6 Evaluasi, sistem sosialnya yaitu pembelajaran berpusat pada proses pengajuan soal, prinsip reaksinya yaitu guru membimbing, mengevaluasi dan memberikan umpan balik proses pengajuan masalah matematika, sistem pendukungnya adalah situasi masalah atau soal-soal yang merangsang siswa untuk mengajukan soal. Dampak instruksionalnya yaitu meningkatnya kemampuan berpikir kritis, sedangkan dampak pengiringnya yaitu kepercayaan diri, kemampuan untuk mengendalikan diri, dan memotivasi.
ANALISIS KESALAHAN SISWA DI MTs ALKHAIRAT SIBALAYA DALAM MENYELESAIKAN SOAL CERITA PADA MATERI PELUANG BERDASARKAN PROSEDUR NEWMAN DITINJAU DARI JENIS KELAMIN: Analysis of Errors Made by Students At MTs Alkhairat Sibalaya In Solving Story Problems on Probability Material Based on The Newman Procedure Viewed From Gender Rifai, Mohammad; Idris, Mustamin; Rochaminah, Sutji; Karniman, Tegoeh S.
Aksioma Vol. 13 No. 1 (2024): AKSIOMA
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/aksioma.v13i1.4353

Abstract

This research aims to obtain a description of the mistakes of class IX students at MTs Alkhairat Sibalaya in solving word problems on chance material based on the Newman procedure in terms of gender. The subjects of this research were one male and one female student in class IXB MTs Alkhairat Sibalaya who made the most mistakes. This type of research is qualitative research with a descriptive approach. Data was collected by means of written tests and interviews. The data analysis techniques in this research are data condensation, data presentation, and drawing conclusions. The results of the study showed that female and male students had the same types of errors: Male students made (1) Process skills error types, namely making mistakes in carrying out calculations and not continuing the solution procedure (2) Types of errors in writing the final answer, namely not writing conclusion. Female students made (1) a type of process skill error, namely carrying out the wrong steps or procedure for solving a problem and (2) a type of error in writing the final answer, namely not writing a conclusion.
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE STAD UNTUK MENINGKATKAN HASIL BELAJAR SISWA KELAS VII MTsN 4 KOTA PALU: Application Of STAD Tipe Cooperative Learning Model To Increase Student Results Class VII MTsN 4 Kota Palu Nggariwo, Febryanti; M., Bakri; Hadjar, Ibnu; Rochaminah, Sutji; Hatin, Murni A.
Aksioma Vol. 13 No. 2 (2024): AKSIOMA
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/aksioma.v13i2.4370

Abstract

This research aims to describe the application of the STAD type cooperative learning model that can improve student learning outcomes on line and angle material at MTs Negeri 4 Palu City. This research is a Classroom Action Research (PTK) with Kemmis and Mc. Taggart design. This research was conducted in two cycles with 20 students, with two meetings in each cycle that followed the steps of the STAD type cooperative learning model. The results of the study: (1) the results of teacher activity observations in cycle I reached 79.41% with good criteria and in cycle II reached 94.11% with very good criteria. While the observation of student activities in cycle I reached 73.52% with good criteria and in cycle II reached 85.29% with very good criteria. (2) the percentage of classical learning completeness in cycle I was 55% and cycle II reached 75% Thus it can be concluded that there is an increase in student learning outcomes on line and angle material in class VIIe MTs Negeri 4 Palu City by applying the following phases: (1) class presentation, (2) transition to team/group learning, (3) team study and monitoring, (4) evaluation/test, (5) awarding.
PENERAPAN PEMBELAJARAN BERBASIS MASALAH UNTUK MENINGKATKAN HASIL BELAJAR PADA MATERI BANGUN RUANG SISI DATAR SISWA KELAS VIII MTSN 4 KOTA PALU: The Application Of Problem-Based Learning To Improve Learning Outcomes In The Material Flat-Sided Space Building Material VIII MTsN 4 Kota Palu Gayatri, Refma; Rochaminah, Sutji; Hadjar, Ibnu; Nurhayadi, Nurhayadi
Aksioma Vol. 13 No. 2 (2024): AKSIOMA
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/aksioma.v13i2.4371

Abstract

This study aims to describe the application of problem-based learning to improve learning outcomes on the topic of plane solid figures for eighth-grade students at MTs.N 4 Kota Palu. This research is a classroom action research that follows the Kemmis and McTaggart design, which includes planning, action implementation, observation, and reflection. The subjects of this study were all 30 students of class VIII B enrolled in the 2023/2024 academic year. The study consists of two cycles, each with two meetings. The results of this study show an improvement in student learning outcomes from cycle I to cycle II, indicated by the increase in the number of students who achieved the minimum completeness criteria overall. In cycle I, 16.67% or 5 students met the minimum completeness criteria. In cycle II, the number of students meeting the minimum completeness criteria increased to 73.33% or 22 students. The results of teacher activity observation were in the good category with a score of 80% in cycle I, which increased to 84.83% in cycle II. The results of student activity observation in cycle I were in the good category and improved to the very good category in cycle II. Therefore, it can be concluded that the application of problem-based learning can improve student learning outcomes using the following phases: (1) Orienting students to the problem, in phase 1, students engage directly with the topic by relating the problem to real-life situations. (2) Organizing students for learning, in phase 2, students form predetermined study groups to complete the LKPD, with the researcher considering the students' familiarity with one another. (3) Guiding individual and group investigations, in phase 3, students express their ideas through group discussions with the researcher's assistance. (4) Developing and presenting work, in phase 4, students randomly present their group's work with good topic mastery and responsibility within their group. (5) Analyzing and evaluating the problem-solving process, in phase 5, students analyze the presentation results with intellectual ability, identify errors, explain correct answers, and summarize findings to construct knowledge from group work.
ANALISIS KESALAHAN DALAM MENYELESAIKAN SOAL PERSAMAAN LOGARITMA SISWA KELAS X MIA 1 SMAN 1 SINDUE TOBATA : Analysis of Errors in Solving Logarithm Equation Problems of Class X MIA 1 Students SMAN 1 Sindue Tobata Alam, Hitman; Paloloang, Baharuddin; Hasbi, Muh.; Rochaminah, Sutji
Aksioma Vol. 14 No. 1 (2025): AKSIOMA
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/aksioma.v14i1.4378

Abstract

The aim of this research is to obtain a description of the error analysis in solving logarithmic equation questions for Class X MIA 1 SMAN 1 Sindue Tobata students according to the Kastolan indicator. Kastolan indicators include, Conceptual Errors, Procedural Errors, and Technical Errors. This type of research is qualitative research. The subjects in this research were 2 students taken from 24 students of class X MIA 1 SMAN 1 Sindue Tobata in the even semester 2023/2024. Subjects were chosen by considering 1) the student made more mistakes than other students, 2) the errors varied. Data was obtained from the results of written tests and interviews with research subjects. The results of this research show that mistakes made by students in the Kastolan indicators that have been determined are conceptual errors by not being able to choose the formula/property of logarithms correctly. The causal factor is that students do not understand the concept of logarithms presented by the teacher. Procedural errors are indicated by errors in answering questions which result in the steps written by students being wrong and also not being completed until the final answer. The causal factor is that students do not understand how to determine the steps to solve logarithmic equations in their simplest form. Technical errors where students make mistakes in calculating operations or make mistakes in moving numbers or calculation operations from one step to the next, the factor causing this error is that students make mistakes in operating the numbers.
Co-Authors Abd Hamid Abd. Hamid Abd. Hamid Abd. Hamid Abd.Hamid Abd.Hamid Agnes Desy Leliana Ahdar Akbar, Guntur Moh. Akhyar H. M. Tawil Alam, Hitman Alfiliansi Alfiliansi, Alfiliansi Ananta, Puja Asti Anggraini Anggraini Anggraini Anggraini Anggraini Anriani, Anriani Apriyanti Wulandari Arfanuddin, Arfanuddin Arifa Nur Ayu Ashar Ashar Ashar Ayu, Arifa Nur Badjeber, Rafiq Baharuddin Baharuddin Baharuddin Baharuddin Paloloang Baharuddin Paloloang Baharuddin Paloloang Baid, Nurfaida Bakri Bakri Bakri Bakri Bakri M Bakri Mallo Bakri Mallo Barakati, Intan Faramita Basri, Risna Chairani, Munajah Dasa Ismaimuza Deviana, Sri Dewi Puspita Dewi Safitri DIAN APRIANI Dianra, Atmika Radifa Djafar, Yuniarti H Dyantari, Putu Eka Sutarsi Sagita Ermayanti, Ni Luh Evie Awuy Evie Awuy Fini Widyawati Hi. Hafid Fitri, Rinil Fitrianti Fitrianti Gandung Sugita Gayatri, Refma Guntur Moh. Akbar Hadija Hadija Hadija Hajerina, Hajerina Haliza Hapsa Hasanuddin, Mutiah Hatin, Murni A. Hedarwati, Hedarwati Henita Rahmayanti Herdawati Herdawati Herdawati, Herdawati Huber Yaspin Tandi I Nyoman Murdiana I Nyoman Murdiana I Wayan Sudarsana Ibni Hadjar Intan Faramita Barakati Istiqomah Jaeng, Maxinus Jemamut, Natalia Jusmawati Jusmawati, Jusmawati Karniman, Tegoeh S Karniman, Tegoeh S. Kasim, Sitti Ruqaiyyah Laksono Trisnantoro Lamanja, Nurannisa S Lantang, Nortje D.J. Lilis Lilis liloi, olvi M, Bakri M. Ikhsan M., Bakri Malia Fitriani Mardiana, Nanang Mastura, Ayu Maxinus Jaeng Mecawati, Niluh Putu Ayu Meinarni, Welli Mirnawati Mirnawati Mirnawati Mirnawati Moh. Rian Firdaus Mu’afiah, Ummi Muh Hasbi Muh Hasbi Muh. Hasbi Muh. Hasbi Muh. Rizal Muh. Rizal Muliyati Muliyati, Muliyati Munajah Chairani Musdalifah Musdalifah Musfira, Musfira MUSTAMIN IDRIS Mustamin Idris Ndawu, Tirta Andriani Nggariwo, Febryanti Ni Made Sari Indahyani Niluh Putu Ayu Mecawati Nimsing Nimsing Nofriana Tolabada Novia Astriani Nur Anisa Nur Islamiah, Nur Nur Islamiyah Nur Safitri Nurannisa S Lamanja Nurfadila Nurfadila, Nurfadila Nurhayadi Nurhikmah Nurhikmah Nursupiamin Nursupiamin, Nursupiamin Paloloang, Muhammad Fachri B Paloloang, Muhammad Fachri B. Pathuddin Putu Dyantari Rafiqa, Shara Rahayu, Wan Indra Ari Rajab Rajab Rajab, Rajab Rifai, Mohammad Rifal, Mohammad Rita Lefrida Rita Lefrida Rizka Amalia Rohmah, Zakiah Roni Dudung Paembonan Rosyidah, Anni Syakhiyatur Safira Afrilia Sari, Nurhalisa Fitra Sasmitha Puri Indah SATRIYAS ILYAS Siti Hadijah Siti Hadijah Siti Helmyati Siti Maryam Sitti Ruqaiyyah Kasim Sry Yasma Suciati, Indah Sudarman Bennu Sudarsono Sukayasa Suprianto Suprianto Tegoeh S Karniman Tegoeh S. Karniman Tirta Andriani Ndawu Ummi Mu’afiah Unggul Wahyono USWATUN HASANAH Uswatun Hasanah WAHYUNI Widyawati, Fini Wulandari, Apriyanti Zakiah Rohmah