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All Journal LETS: Journal of Linguistics and English Teaching Studies Relevan
Didik Santoso
UIN Sumatera Utara
Education Languange, Linguistic, Communication & Media Mathematics

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PENGEMBANGAN LKPD MODEL FLIPPED CLASSROOM UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS DAN KREATIF Annisa Sabrina; Didik Santoso; Rusydi Ananda
Relevan : Jurnal Pendidikan Matematika Vol 1 No 2 (2021): Relevan : Jurnal Pendidikan Matematika
Publisher : Yayasan Amanah Nur Aman

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (66.93 KB)

Abstract

Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran Lembar Kerja Peserta Didik (LKPD) untuk meningkatkan kemampuan berpikir kritis dan kreatif matematis siswa dengan model pembelajaran flipped classroom kelas XI SMA Swasta Sultan Iskandar Muda Medan pada materi limit fungsi. Kualitas produk yang dikembangkan dinilai berdasarkan aspek kevalidan, kepraktisan, dan keefektifan. Penelitian ini menggunakan metode penelitian research and development (R&D). Dengan model penelitian 4D yaitu define, design, develop, dan dessiminate. Kualitas keefektifan perangkat pembelajaran dikatakan efektif berdasarkan hasil pretest dan posttest dengan peningkatan persentase ketuntasan belajar siswa dari pretest yaitu 9,09 % ke posttest yaitu 68,1% dengan kategori baik dan juga diukur kesignigikannya melalui uji t dengan hasil t hitung = 15,904 dan t tabel = 2,064, dimana t hitung > t tabel dengan keputusan terdapat perbedaan signifikan.  Kata Kunci : LKPD; Kemampuan Berpikir Kritis; Kemampuan Berpikir Kreatif.   ABSTRAK       This study aims to develop a learning device for Student Worksheets (LKPD) to improve students' critical and creative mathematical thinking skills with the flipped classroom learning model for class XI at Sultan Iskandar Muda Private High School Medan on the limit function material. The quality of the developed products is assessed based on aspects of validity, practicality, and effectiveness. This research uses research and development (R&D) research methods. With a 4D research model that is define, design, develop, and desiminate. The quality of the effectiveness of learning devices is said to be effective based on the results of the pretest and posttest with an increase in the percentage of students' learning completeness from the pretest, which is 9.09% to the posttest, which is 68.1% in the good category and also measured its significance through the t-test with the results of t-count = 15.904 and t-table = 2.064, where t count > t table with the decision there is a significant difference. Keywords: LKPD; Critical Thinking Ability; Creative Thinking Ability.
PERBEDAAN HASIL BELAJAR DAN MOTIVASI BELAJAR MODEL JIGSAW DAN TPS PADA MATERI PERSAMAAN LINEAR M Agung Pradana; Didik Santoso; Riri Syafitri Lubis
Relevan : Jurnal Pendidikan Matematika Vol 2 No 1 (2022): Relevan : Jurnal Pendidikan Matematika
Publisher : Yayasan Amanah Nur Aman

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (66.926 KB)

Abstract

Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar dan motivasi belajar siswa dengan menggunakan model pembelajaran kooperatif tipe Jigsaw dan tipe Think Pair Share pada materi SPLTV di kelas X SMA Gema Buwana. Penelitian ini adalah penelitian kuantitatif, dengan jenis penelitian eksperimen.Populasinya adalah seluruh siswa kelas X SMA Gema Buwana, tahun pelajaran 2021/2022 yang berjumlah 40 siswa. Analisis data dilakukan dengan analisis varians (ANAVA). Hasil temuan ini menunjukkan: (1) Terdapat perbedaan hasil belajar dan motivasi belajar siswa yang diajar menggunakan model pembelajaran kooperatif tipe Jigsaw dan tipe Think Pair Share pada materi SPLTV, dimana nilai Fhitung (4,142) > Ftabel (3,960); (2) Terdapat perbedaan hasil belajar siswa yang diajar menggunakan model pembelajaran kooperatif tipe Jigsaw dan tipe Think Pair Share pada materi SPLTV, dimana nilai Fhitung (5,954) > Ftabel (4,085); (3) Tidak terdapat perbedaan motivasi belajar siswa yang diajar menggunakan model pembelajaran kooperatif tipe Jigsaw dan tipe Think Pair Share pada materi SPLTV, dimana nilai Fhitung (0,7) < Ftabel (4,085). Simpulan penelitian ini menjelaskan bahwa hasil belajar dan motivasi belajar siswa lebih sesuai diajarkan dengan model pembelajaran kooperatif tipe Jigsaw dari pada tipe Think Pair Share. ABSTRACT This study aims to determine the differences in learning outcomes and students’ learning motivation using the Jigsaw type cooperative learning model and the Think Pair Share type in SPLTV material in class X SMA Gema Buwana. This research is a quantitative research, with the type of experimental research. The population is all students of class X SMA GemaBuwana, academic year 2021/2022, totaling 40 students. Data analysis was performed by analysis of variance (ANOVA). These finding indicate; (1) There are differences in learning outcomes and learning motivation of students who are taught using the Jigsaw type cooperative learning model and the Think Pair Share type in SPLTV material, where the valueFcount (4.142) > Ftable (3.960); (2) There are differences in student learning outcomes who are taught using the Jigsaw type cooperative learning model and the Think Pair Share type in SPLTV material, where the value of Fcount (5.954) > Ftable (4.085); (3) There is no difference in the learning motivation of students who are taught using the Jigsaw type cooperative learning model and the Think Pair Share type in SPLTV material, where the value of Fcount (0.7) < Ftable (4.085). The conclusion of this study explains that learning outcomes and student motivation are more suitable to be taught with the Jigsaw type of cooperative learning model than the Think Pair Share type.
Politeness Strategies in Cross-Cultural Academic Communication between Mandailing Natal Students and Culturally Diverse Lecturers Akhrif Yahsya; Didik Santoso; Joemar Antonio; Suadi Suadi
LETS: Journal of Linguistics and English Teaching Studies Vol. 7 No. 2 (2026): LETS: Journal of Linguistics and English Teaching Studies
Publisher : STAIN Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/lets.v7i2.2193

Abstract

Although politeness in academic communication has been widely discussed in pragmatic studies, limited research has examined how students from local cultural backgrounds employ politeness strategies when interacting with lecturers from different cultural backgrounds in Indonesian higher education settings. This gap is important to address because differences in cultural norms and communication styles may lead to misunderstandings and affect the effectiveness of lecturer–student interaction. This study aims to investigate the politeness strategies used by Mandailing Natal students when interacting with lecturers from different cultural backgrounds at STAIN Mandailing Natal. This study employed a qualitative pragmatic research design with a sociopragmatic approach. The participants consisted of 15 Mandailing Natal students and 6 lecturers from non-Mandailing cultural backgrounds. The data were collected through classroom observations, audio-recorded lecturer–student interactions, academic consultation recordings, semi-structured interviews, and field notes. The data were analyzed using pragmatic discourse analysis based on Brown and Levinson’s politeness theory. The findings reveal that students predominantly employed negative politeness strategies, including indirect expressions, hedging, apologetic forms, and softened statements to show respect and minimize imposition toward lecturers. Students frequently avoided direct disagreement and tended to communicate cautiously due to cultural values emphasizing respect for authority and social harmony. In contrast, lecturers generally used more direct communication styles when giving feedback, instructions, and asking questions. These differences in communication styles sometimes created misunderstandings during classroom discussions and thesis supervision sessions. Students often hesitated to ask for clarification, while lecturers sometimes interpreted students’ silence as passiveness or lack of preparation. The study concludes that politeness strategies in lecturer–student interaction are strongly influenced by cultural values, social hierarchy, and academic roles. The findings highlight the importance of pragmatic and intercultural awareness in higher education communication in order to reduce misunderstandings and support more effective academic interaction.
Co-Authors Akhrif Yahsya Annisa Sabrina Joemar Antonio M Agung Pradana Riri Syafitri Lubis Rusydi Ananda Suadi Suadi