Articles
<![CDATA[Perbedaan Hasil Belajar Siswa Pada Materi SPLDV Ditinjau Dari Penggunaan Model PBL dan DI ]]>
<![CDATA[Christy Genoveva Matialo]]>;
<![CDATA[Philoteus E. A. Tuerah]]>;
<![CDATA[James U. L. Mangobi]]>
<![CDATA[ Simpati: Jurnal Penelitian Pendidikan dan Bahasa Vol. 1 No. 1 (2023): Januari :Jurnal Penelitian Pendidikan dan Bahasa ]]>
Publisher : <![CDATA[CV. Alim's Publishing ]]>
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DOI: 10.59024/simpati.v1i1.76
<![CDATA[Penelitian ini dilatarbelakangi dari data observasi yang menunjukkan bahwa hasil belajar siswa terhadap materi SPLDV tergolong rendah. Oleh karena itu, tujuan penelitian ini adalah untuk mengetahui apakah hasil belajar siswa pada materi sistem persamaan linier dua variabel berbeda ketika diajar menggunakan model Problem Based Learning dan Direct Instruction. Penelitian ini dilaksanakan di SMP N 12 Dumoga. Subjek penelitiannya adalah seluruh siswa pada dua kelas, yang mana satu kelas eksperimen, dan kelas kedua adalah kelas kontrol. Pengumpulan data dilakukan dengan memberikan pre-test kepada kedua kelas sebelum diberikan perlakuan, selanjutnya diberikan post-test setalah diberikan perlakuan. Dalam penelitian ini teknik analisis data yang digunakan adalah Uji Perbedaan Rata-Rata Dua Kelompok yang Tidak Berpasangan (Uji-t) dengan hasil pengujian hipotesis diperoleh , maka tolak . Berdasarkan hasil penelitian, diperoleh kesimpulan bahwa siswa yang mengalami pembelajaran dengan model PBL lebih baik dari siswa yang mengalami pembelajaran dengan model DI pada materi SPLDV. Dapat disimpulkan bahwa rata-rata hasil belajar siswa siswa yang diajar menggunakan model Problem Based Learning lebih baik dari siswa yang diajar menggunakan model Direct Instruction.]]>
<![CDATA[Application Of The Contextual Teaching And Learning Model In Mathematics Learning SPLDV Material ]]>
<![CDATA[Adinda Aprillia Makaluas]]>;
<![CDATA[Philotheus E. A. Tuerah]]>;
<![CDATA[Vivian Regar]]>
<![CDATA[ Simpati: Jurnal Penelitian Pendidikan dan Bahasa Vol. 1 No. 2 (2023): April : Jurnal Penelitian Pendidikan dan Bahasa ]]>
Publisher : <![CDATA[CV. Alim's Publishing ]]>
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DOI: 10.59024/simpati.v1i2.172
<![CDATA[The purpose of this study is to compare the learning outcomes of students who were taught a system of linear equations with two variables using the Contextual Teaching and Learning model versus those who were taught the same material using the Direct Instruction methodology. Class VIII-1, which used the Contextual Teaching and Learning approach, and class VIII-2, which used the Direct Instruction model, were the topics. This study used a Posttest Only Control Group Design and a Quasi-Experimental Method. The sample for this study was drawn from two classes, specifically classes VIII1 and VIII2, each of which included 25 pupils. Both classes were equal and uniform. This data analysis is tested using the t-test with the parameters tcount = 5.020 > ttable = 2.059. H1 is accepted because H0 is refused. For instance, the Contextual Teaching and Learning (CTL) methodology can help students learn more effectively utilizing social math tools.]]>
<![CDATA[Analysis of Student Errors in Solving Mathematical Problems in Algebraic Forms Operation Material Based on Newman's Procedure ]]>
<![CDATA[Lady Fabiola Kaligis]]>;
<![CDATA[Philoteus E. A. Tuerah]]>;
<![CDATA[Rosiah J. Pulukadang]]>
<![CDATA[ Journal on Education Vol 6 No 1 (2023): Journal On Education: Volume 6 Nomor 1 Tahun 2023 ]]>
Publisher : <![CDATA[Departement of Mathematics Education ]]>
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<![CDATA[This study aims to discover the mistakes made by students, especially class VII students at Koka Christian Middle School, when solving math problems on algebraic operations using the Newman procedure. This research is a type of descriptive research with a qualitative approach. The technique for collecting data used a written test by providing description questions that totaled 3 items and was supported by interviews with students and documentation. The subjects in this study were 16 students in class VII of Koka Christian Middle School who took the written test, and 3 of them were selected to be interviewed after a deliberation process. The results of the study showed that students made errors in solving math problems in the material for algebraic operations based on the Newman procedure, namely: 1). error in understanding the problem, where students need to write down what is known and asked by the problem or make examples in the form of variables. 2). problem transformation errors, where students cannot determine the mathematical model of the given problem or cannot determine the correct formula. 3). process skill errors, where students need clarification in the problem-solving steps due to errors in understanding the concept of algebraic operations. 4) final answer errors, where these errors result because students are wrong in the problem-solving process.]]>
<![CDATA[Analysis of Student Errors in Solving Mathematical Problems in Algebraic Forms Operation Material Based on Newman's Procedure ]]>
<![CDATA[Lady Fabiola Kaligis]]>;
<![CDATA[Philoteus E. A. Tuerah]]>;
<![CDATA[Rosiah J. Pulukadang]]>
<![CDATA[ Journal on Education Vol 6 No 1 (2023): Journal On Education: Volume 6 Nomor 1 Tahun 2023 ]]>
Publisher : <![CDATA[Departement of Mathematics Education ]]>
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DOI: 10.31004/joe.v6i1.3723
<![CDATA[This study aims to discover the mistakes made by students, especially class VII students at Koka Christian Middle School, when solving math problems on algebraic operations using the Newman procedure. This research is a type of descriptive research with a qualitative approach. The technique for collecting data used a written test by providing description questions that totaled 3 items and was supported by interviews with students and documentation. The subjects in this study were 16 students in class VII of Koka Christian Middle School who took the written test, and 3 of them were selected to be interviewed after a deliberation process. The results of the study showed that students made errors in solving math problems in the material for algebraic operations based on the Newman procedure, namely: 1). error in understanding the problem, where students need to write down what is known and asked by the problem or make examples in the form of variables. 2). problem transformation errors, where students cannot determine the mathematical model of the given problem or cannot determine the correct formula. 3). process skill errors, where students need clarification in the problem-solving steps due to errors in understanding the concept of algebraic operations. 4) final answer errors, where these errors result because students are wrong in the problem-solving process.]]>
<![CDATA[Pengaruh Model Problem Based Learning Terhadap Hasil Belajar Matematika Pada Kelas VII SMP Negeri 4 Tondano Materi Aritmatika Sosial ]]>
<![CDATA[Rina Mastalina Sinabutar]]>;
<![CDATA[Philotheus E. A Tuerah]]>;
<![CDATA[Rosiah J Pulukadang]]>
<![CDATA[ Jurnal Sosial Humaniora Sigli Vol 6, No 1 (2023): Juni 2023 ]]>
Publisher : <![CDATA[Universitas Jabal Ghafur ]]>
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DOI: 10.47647/jsh.v6i1.1412
<![CDATA[Matematika merupakan salah satu mata pelajaran atau bidang ilmu yang diajarkan diberbagai jenjang pendidikan, mulai dari SD, SMP, SMA, bahkan sampai perguruan tinggi. Matematika diajarkan karena memiliki peran yang besar bagi kehidupan siswa kelak. Hal ini berarti matematika adalah mata pelajaran yang penting, serta tumbuh dan berkembang karena proses berpikir, oleh karena itu logika adalah dasar untuk terbentuknya matematika. Melalui model pembelajaran yang tepat akan menghasilkan hasil belajar yang baik. Penelitian ini bertujuan untuk mengetahui hasil belajar yang diajarkan dengan model Problem Based Learning lebih tinggi daripada dengan menggunakan model Direct Instruction. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis penelitian kuasi eksperimen. Metode analisis data yang digunakan adalah analisis deskriptif, uji normalitas, dan uji Mann Whitney yang diolah menggunakan program SPSS (Statistical Product and Service Solutions). Hasil dari penelitian ini memperlihatkan bahwa hasil belajar matematika siswa yang menggunakan model Problem Based Learning lebih tinggi daripada pembelajaran yang menggunakan model Direct Instruction.Kata Kunci : Matematika, Model Problem Based Learning, Hasil Belajar]]>
<![CDATA[Analisis Kesalahan Siswa Dalam Menyelesaikan Soal Olimpiade Matematika di SMP Kristen Eben Haezar 2 Manado ]]>
<![CDATA[Siska Daniaty Siahaan]]>;
<![CDATA[Philotheus E. A. Tuerah]]>;
<![CDATA[Victor R. Sulangi]]>
<![CDATA[ Journal on Education Vol 6 No 1 (2023): Journal On Education: Volume 6 Nomor 1 Tahun 2023 ]]>
Publisher : <![CDATA[Departement of Mathematics Education ]]>
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DOI: 10.31004/joe.v6i1.4379
<![CDATA[The purpose of this research is to find out what types of errors students can make in solving mathematics Olympiad questions based on Newman's criteria and their causes. The method used by the author is a qualitative descriptive research method. The results of the research are: the errors made were the criteria for errors in understanding the questions (Comprehension Error), transformation errors (Transform Error), process skill errors (Process Skill) and errors in drawing conclusions (Encoding Error). The causes are: 1) lack of understanding or not understanding the meaning of the question. 2) not being careful in working on the questions. 3) don't understand how to process the information obtained from the questions. 4) students experience forgetting factors. 5) students cannot determine what formula to use in solving the problem. 6) don't know how to solve the existing problems. 7) less skilled in completing operations in mathematics. 8) rush. 9) students are lazy in solving existing problems and focus on solving other problems. 10) processing time has expired.]]>
<![CDATA[Analisis Tingkat Mathematics Anxiety dan Tingkat Self-Efficacy terhadap Prestasi Belajar Matematika Siswa SMP ]]>
<![CDATA[Samuel Wuisan]]>;
<![CDATA[Philoteus E. A. Tuerah]]>;
<![CDATA[Anetha L. F. Tilaar]]>
<![CDATA[ Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 4 No. 1 (2024): Januari - Juni 2024 ]]>
Publisher : <![CDATA[Education and Talent Development Center Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/kognitif.v4i1.1662
<![CDATA[Penelitian ini bertujuan untuk mengidentifikasi pengaruh tingkat mathematics anxiety terhadap prestasi belajar matematika siswa dan untuk mengidentifikasi pengaruh tingkat self-efficacy terhadap prestasi belajar matematika siswa serta untuk mengidentifikasi pengaruh tingkat mathematics anxiety dan tingkat self-efficacy secara simultan terhadap prestasi belajar matematika siswa di SMP Negeri 2 Tondano. Metode yang digunakan dalam penelitian ini yaitu penelitian korelasional dengan pendekatan kuantitatif. Pengumpulan data menggunakan instrumen kuesioner untuk variabel bebas yaitu mathematics anxiety dan self-efficacy dan data nilai rapor siswa untuk prestasi belajar matematika siswa. Populasi penelitian meliputi seluruh siswa kelas reguler di SMP Negeri 2 Tondano. Teknik penarikan sampel menggunakan stratified random sampling yang menghasilkan sampel sebanyak 137 siswa. Data dianalisis menggunakan analisis regresi linear sederhana dan berganda. Hasil penelitian menunjukan bahwa: (1) tingkat mathematics anxiety berpengaruh signifikan secara negatif terhadap prestasi belajar matematika siswa; (2) tingkat self-efficacy berpengaruh signifikan secara positif terhadap prestasi belajar matematika; (3) secara simultan tingkat mathematics anxiety dan tingkat self-efficacy berpengaruh signifikan terhadap prestasi belajar matematika siswa. Berdasarkan hasil tersebut perlu untuk menekan tingkat mathematics anxiety dan meningkatkan self-efficacy untuk dapat memperoleh prestasi belajar matematika siswa yang lebih maksimal.]]>
<![CDATA[Penerapan Model Kooperatif Tipe Group Investigation Pada Pembelajaran Matematika Materi Statistika ]]>
<![CDATA[Valentsia Gabrela Katihokang]]>;
<![CDATA[Philotheus E.A. Tuerah]]>;
<![CDATA[Patricia V.J. Runtu]]>
<![CDATA[ Journal on Education Vol 6 No 2 (2024): Journal on Education: Volume 6 Nomor 2 Tahun 2024 ]]>
Publisher : <![CDATA[Departement of Mathematics Education ]]>
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DOI: 10.31004/joe.v6i2.5426
<![CDATA[This article aims to describe the application of Group Investigation type cooperative model to improve mathematics learning outcomes with statistics material in class VIII SMP NEGERI 2 MANADO. This type of research uses Quasi Experiment research. The population of this study was class VIII of SMP Negeri 2 Manado, 2 samples were selected, namely class VIII-1 as an experimental class with a total of 28 students and class VIII-3 as a control class with a total of 22 students. The research design used was Posttest-Only Control Design. The average value of the Posttest for the experimental class was 80.3571 and for the control class was 64.1363. Based on the results of research conducted in both classes using hypothesis testing, namely the t test with a significance level of 5%, it was found that then was rejected so that was accepted. Thus it can be concluded that student learning outcomes on Data Concentration Measures and Data Distribution Measures using the Group Investigation type cooperative learning model are better than using the direct learning model.]]>
<![CDATA[Analisis Hambatan Belajar Pada Materi Sistem Persamaan Dan Pertidaksamaan Linear Satu Variabel Di SMP Negeri 2 Tatapaan ]]>
<![CDATA[Axel Fricly Lompande]]>;
<![CDATA[Philoteus E.A. Tuerah]]>;
<![CDATA[Derel Filandy Kaunang]]>
<![CDATA[ Journal on Education Vol 6 No 4 (2024): Journal on Education: Volume 6 Nomor 4 Mei-Agustus 2024 ]]>
Publisher : <![CDATA[Departement of Mathematics Education ]]>
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DOI: 10.31004/joe.v6i4.6360
<![CDATA[This research was conducted to find out what factors hinder the learning of class VII students of SMP Negeri 2 Tatapaan for the 2023/2024 academic year on the material Systems of Linear Equations and Inequalities in One Variable. The population and sample of this research is 40. This research is a quantitative descriptive research that uses survey methods and data collection using research instruments in the form of questionnaires and interviews. The questionnaire created had 24 statement items. The results of the research show that the internal aspects of learning barriers in the One Variable System of Linear Equations and Inequalities material fall into the Moderately Obstructed category (65.74%), with the lowest indicator being student readiness which falls into the Quite Impeded category (48%). Furthermore, the external aspect of barriers to student learning in the material Systems of Linear Equations and Inequalities with One Variable was included in the Moderately Obstructed category (68.6%), with the lowest indicator being Family, which was included in the Moderately Obstructed category (55.5%).]]>
<![CDATA[Pengaruh Model PBL Dan Evaluasi Berbasis Hots Terhadap Hasil Belajar Bilangan Bulat Kelas VI SD Negeri Desa Dodap ]]>
<![CDATA[Widdy Rorimpandey]]>;
<![CDATA[Pricilian Lumintang]]>;
<![CDATA[Philotheus Tuerah]]>
<![CDATA[ Jurnal Elementaria Edukasia Vol. 6 No. 2 (2023): juni ]]>
Publisher : <![CDATA[Elementary Teacher Education Program, Majalengka University ]]>
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DOI: 10.31949/jee.v6i2.5376
<![CDATA[This study aims to determine the effect of the model problem-based learning and HOTS-based evaluation of mathematics learning outcomes for grade VI students at Elementary School in Dodap Village. The population in this study amounted to 36 students. This study used a quantitative approach research design. The analysis used multiple regression analysis to see the effect of the model problem-based learning and hots-based evaluation of mathematics learning outcomes in integer material. The research results obtained (1) model problem-based learning effect on the results of learning mathematics this is evidenced by the value themselves 0.00 <0.05 which means there is an influence. (2) HOTS-based evaluation has an effect on mathematics learning outcomes, this is evidenced by grades themselves namely 0.00 <0.05 which means there is an influence of (3) model problem-based learning and HOTS-based evaluations simultaneously affect the results of learning mathematics, this is evidenced by gradesR Square is 0.669 or 66.9%. This means that the ability of the learning model problem-based learning and the results of the HOTS evaluation are able to explain the learning outcomes of 66.9%, the remaining 33.1% is explained by other variables not explained in the study. The same thing with research conducted by (Agustin et al., 2019) the PBL model can improve learning outcomes because of problem solving activities. (Sari & Rakhmawati, 2023) HOTS-based evaluation can improve mathematics learning outcomes if continuously trained and studied. (Mustofa, 2022) model problem-based learning and HOTS-based evaluation can simultaneously improve mathematics learning outcomes.]]>
