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All Journal Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal)
Pargaulan Siagian
Universitas Negeri Medan, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Development of Geogebra-Assisted Problem Based Learning (PBL) Learning Tools to Improve Visual Thinking Skills in Mathematical Problem Solving Students of SMA Negeri 1 Samudera Kholilah Amriani Harahap; Bornok Sinaga; Pargaulan Siagian
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 4, No 1 (2021): Budapest International Research and Critics in Linguistics and Education, Februa
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v4i1.1581

Abstract

This study aims to produce valid, practical, and effective learning tools, as well as to analyze the improvement of visual thinking skills in problem solving for XI grade students of SMA Negeri 1 Samudera using mathematics learning tools oriented problem based learning assisted by GeoGebra. The data were obtained through the validation sheet of teaching materials, observation sheets, student response questionnaires, and instruments for testing the ability of visual thinking in solving mathematical problems. This study uses the Dick & Carey (1996) development model. Based on the results of the validity by the validator team, the average validity of the RPP was 4.51, LKPD was 4.22, and student books were 4.29. Expert / practitioner assessment which states that learning devices can be used with a few revisions and without revision, the results of interviews with teachers and students obtain information that learning devices can be used easily and the results of observations of the implementation of learning tools in class in the first trial of 81.67% and in the second trial of 87.22% and included in the good category. Learning devices in trial II, obtaining classical student learning completeness results have been achieved in trial II, namely 87.5%, the achievement of learning objectives has been achieved for each item in trial II, student responses are very positive to the device being developed and learning time does not exceed ordinary learning, namely three meetings.
The Differences in Communication Ability and Mathematical Disposition of Students who are given a Geogebra- Assisted Contextual Learning Model and the Cooperatif Learning Model Khairani Syahfitri; Mulyono Mulyono; Pargaulan Siagian; Else Frine Tamba
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 4, No 1 (2021): Budapest International Research and Critics in Linguistics and Education, Februa
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v4i1.1609

Abstract

This study aims to: (1) analyze the differences in mathematical dispositions between students who are given a contextual learning model assisted by Geogebra and students who are given a model of cooperatif learning assisted by Geogebra at SMK Harapan Mekar 1 Medan, (2) analyze the interaction between learning and early mathematics ability (high, moderate, low) students towards improving students' mathematical communication skills at SMK Harapan Mekar 1 Medan, (3) analyzing the interaction between learning and the initial mathematics ability (high, medium, low) of students towards improving the mathematical disposition of students at SMK Harapan Mekar 1 Medan. The population of this study were all students of SMK Harapan Mekar 1 Medan in class X majoring in Automotive Mechanics and Computer Engineering. Samples were taken randomly from 6 classes, Students were selected as a sample of 2 classes, namely class X-2 as the experimental class I which was given the contextual learning model assisted by Geogebra and class X-3 as the experimental class 2 which was given the cooperative learning model assisted by Geogebra, with a total of 64 students. Data were analyzed using descriptive statistical analysis through two-way analysis. The results of this study indicate that: (1) There are differences in mathematical communication skills between students who are given a contextual learning model assisted by Geogebra and students who are given a cooperative learning model, (2) there are differences in mathematical disposition between students who are given a contextual learning model assisted by Geogebra and students who given a cooperative learning by Geogebra.
Development of Mathematics Teaching Materials to Improve Students' Critical Thinking Ability with Realistic Mathematics Learning Approach (PMR) Class VIII MTsS PP Al - Qomariah Galang Nur Asiyah; Pargaulan Siagian; KMS. M. Amin Fauzi
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 4, No 1 (2021): Budapest International Research and Critics in Linguistics and Education, Februa
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v4i1.1583

Abstract

This study aims to determine the validity, practicality and effectiveness of the developed teaching materials, as well as to determine the improvement of students' critical thinking skills using the developed teaching materials. Data obtained through the validation sheet of teaching materials, observation sheets, student response questionnaires, and critical thinking skills test instruments. This study uses the 4-D development model Thiagarajan, Semmel and Semmel (1974) by developing mathematics teaching materials with a realistic mathematics approach. Based on the results of the validity of the learning tools developed, it was included in the valid category with an average value of the total validity of students' books of 4.50, LKPD of 4.62 and the critical thinking ability test in the valid category. The effectiveness of learning devices that meet the effective criteria with the achievement of student learning completeness with a classical completeness percentage of 86.1%., Active student activities meet the ideal time tolerance criteria set, and student responses to learning devices are in good categories. And the average increase in students' critical thinking skills from trial I to trial II was 0.34 points with an increase in classical learning completeness of 17.35%.
Analysis of Students' Mathematical Problem Solving Ability in terms of Student Learning Styles with Models Problem Based Learning Dwi Ardy Dermawan; Pargaulan Siagian; Bornok Sinaga
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 4, No 1 (2021): Budapest International Research and Critics in Linguistics and Education, Februa
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v4i1.1607

Abstract

This study aims to analyze and determine: (1) the level of mathematical problem solving ability in terms of learning styles after implementing problem-based learning; (2) errors and difficultiesexperienced by students in solving math problem solving abilities in terms of learning styles after implementing problem-based learning. This research is a descriptive qualitative research. The subjects of this study were 32 students of SMA Negeri 1 Rantau Selatan class X MIPA 1, who were then appointed to interview subjects based on the Kolb & Kolb learning style, namely accommodation, divergent, assimilation, and convergent based on the level obtained based on indicators and aspects of difficulty. The research results are as follows: (1) there are 8 students (25%) has a learning style accommodation with the level of mathematical problem solving ability medium category amounted to 3 students, and low category amounted to 5 students; there are 11 students(34.37%) have a divergent learning style with a level of mathematical problem solving ability 1 student in high category, 4 students in medium category, 6 students in low category; exist 9 students (28.13%) have an assimilating learning style with a level of mathematical problem solving ability medium category amounted to 2 students, and low category amounted to 7 people; exist4 students (12.5%) have a convergent learning style with a level of mathematical problem solving ability medium category amounted to 3 students, with the low category amounted to 1 student;(2) for students' difficulties with accommodation learning styles, students have difficulty on principle indicators; for the difficulties of students with divergent learning styles, students have difficulty on indicators of concepts and principles; for the difficulties of students with assimilation learning styles, students have difficulty in the concept indicators and indicators of verbal problems; for the difficulty of students with convergent learning styles, students have difficulty on principle indicators.
Co-Authors Bornok Sinaga Dwi Ardy Dermawan Else Frine Tamba Khairani Syahfitri Kholilah Amriani Harahap KMS. M. Amin Fauzi Mulyono Mulyono Nur Asiyah