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R H Yanti Silitonga
Pattimura University
Mathematics

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PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS MELALUI PEMBELAJARAN ACCELERATED LEARNING R H Yanti Silitonga
SUPERMAT : Jurnal Pendidikan Matematika Vol 3 No 2 (2019): Supermat : Jurnal Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33627/sm.v3i2.286

Abstract

This research aims to determine enhancing students mathematical problem solving through the implementation of accelerated learning. This study is a quasi experiment with control group pretest-postest design. The study had been conducted with 66 students of SMP in Bandung. The experiment group obtained accelerated learning and control group obtained expository learning. Data was collected from students trough mathematical problem solving test. Data was analyzed using average of difference test that was Mann-Whitney and showed that the enhancement of mathematical problem solving ability of students who have obtained accelerated learning are better than students who have obtained expository learning.
PERBANDINGAN KEMAMPUAN REPRESENTASI MATEMATIK BERDASARKAN GAYA BELAJAR SISWA SMP R H Yanti Silitonga
SUPERMAT : Jurnal Pendidikan Matematika Vol 4 No 1 (2020): Supermat : Jurnal Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33627/sm.v4i1.337

Abstract

Mengetahui hubungan antara kemampuan representasi matematik dan gaya belajar yang dimiliki siswa sangat penting. Penelitian ini bertujuan untuk membandingkan kemampuan presentasi matematik siswa berdasarkan gaya belajar yang dimiliki. Gaya belajar menurut De Porter dan Hernacki yaitu visual, auditori, dan kinestetik. Populasi penelitian adalah seluruh siswa kelas VII pada sebuah SMP di Bandung berjumlah 66 orang. Untuk menentukan gaya belajar siswa digunakan skala gaya belajar. Kemampuan presentasi matematik siswa diperoleh dari tes berbentuk uraian. Berdasarkan hasil analisis data menggunakan One Way Anova tidak ada perbedaan yang signifikan kemampuan presentasi matematik antara siswa yang memiliki gaya belajar auditori, visual, maupun kinestetik.
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