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All Journal Jurnal Ilmiah Akuntansi Kesatuan El-Mujtama: Jurnal Pengabdian Masyarakat Relevan
Fitri Handayani
UIN SUMATERA UTARA
Religion Economics, Econometrics & Finance Education Mathematics Social Sciences Other

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PENGARUH MODEL PEMBELAJARAN COOPERATIVE SCRIPT DAN STAD TERHADAP PEMAHAMAN KONSEP DAN KOMUNIKASI MATEMATIS Fitri Handayani; Fibri Rakhmawati; Yahfizham
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 (66.994 KB)

Abstract

Penelitian ini bertujujuan untuk mengetahui pengaruh model pembelajaran cooperative script dan STAD terhadap kemampuan pemahaman konsep dan komunikasi matematis siswa pada materi sistem persamaan linear tiga variabel kelas X SMA Cerdas Murni Tembung. Penelitian ini adalah penelitian kuantitatif. Populasinya adalah seluruh kelas X SMA Cerdas Murni Tembung. Sampel penelitian ini adalah kelas X MIPA1 sebagai kelas eksperimen 1 dengan jumlah 30 siswa dan kelas X MIPA2 sebagai kelas eksperimen 2 dengan jumlah 30 siswa. Analisis data dilakukan dengan analisis varian (ANAVA) dan dilajutkan dengan uji Tukey, dengan hasil: (1) Tidak terdapat pengaruh model pembelajaran Cooperative Script terhadap kemampuan pemahaman konsep dan komunikasi matematis siswa pada materi sistem persamaan linear tiga variabel. (2) Tidak terdapat pengaruh model pembelajaran STAD terhadap kemampuan pemahaman konsep dan komunikasi matematis siswa pada materi sistem persamaan linear tiga variabel. ABSTRACT This study aims to determine the effect of cooperative script and STAD learning model students mathematical consept understanding and communication skills in the material of a three-variable system of linear equations in class X SMA Cerdas Murni Tembung. This research is quantitative research. The population is all class X SMA Cerdas Murni Tembung.The sample of this study was claa X MIPA1 as experimental class 1 with a total of 30 students and class X MIPA2 as experimental class 2 with a total of 30 student. Data analysis of variance (ANAVA) and continued with the Tukey test: (1) There is no effect of the Cooperative Script learning model on the ability to understand mathematical conceptsand students’ mathematical communication on the material of a three-variable linear equation system. (2) There is no effect of the STAD learning model on the ability to understand mathematical concepts and student mathematical communication on the material of a three-variable linear equation system.
Identifikasi Permasalahan Pembelajaran IPS di Semua Tingkat Pendidikan Formal (SD, SMP dan SMA) Ajeng Dwi Pratiwi; Amini Amini; Elsa Manora Nasution; Fitri Handayani; Neng Putri Mawarny
El-Mujtama: Jurnal Pengabdian Masyarakat Vol 3 No 2 (2023): El-Mujtama: Jurnal Pengabdian Masyarakat
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (313.297 KB) | DOI: 10.47467/elmujtama.v3i2.2818

Abstract

This paper will describe some of the problems that are often encountered in learning Social Sciences (IPS). In addition, social studies learning problems will be explained from the lowest level of education, namely elementary, middle and senior levels. Social studies learning problems for each level of formal education will certainly have differences in each problem. Social studies lessons given at the elementary school level are given by examining several events, concepts, facts and generalizations and related to social issues which contain social studies material, namely geography, economics, history and sociology. Meanwhile, IPS learning at the secondary school level is given in an integrated or comprehensive manner, which is commonly known as Integrated IPS. At the middle school level, social studies lessons have been given separately, such as history lessons, economics lessons, sociology lessons and geography lessons have been taught separately. Each level of education has differences in the application of IPS learning in the learning process, therefore the identification of social studies learning problems will be different for each level of education. When IPS learning is given in an integrated and separate manner, different problems will arise between the two. Social studies learning is known as boring learning, therefore here we will explain some of the social studies learning problems that exist at every level of formal education in Indonesia. Keywords: Problems, Learning, IPS
akuntansi ANALISIS LAPORAN ARUS KAS SEBAGAI ALAT UNTUK MENILAI KINERJA KEUANGAN PADA PT GUNUNG RAJA PAKSI TBK Fitri Handayani
Jurnal Ilmiah Akuntansi Kesatuan Vol 11 No 1 (2023): JIAKES Edisi April 2023
Publisher : Institut Bisnis dan Informatika Kesatuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37641/jiakes.v11i1.1596

Abstract

PT Gunung Raja Paksi's financial condition for a period of 5 years, namely from 2017-2021, experienced unfavorable conditions because it experienced losses in 2018-2020. This study aims to determine the financial performance of PT Gunung Raja Paksi, which is measured using the cash flow ratio. This study uses a qualitative descriptive analysis method, then analyzed using a cash flow ratio which consists of the ratio of operating cash flows to current liabilities (AKO), cash flow adequacy ratio (KAK), cash flow ratio to capital expenditure (PM), fund flow coverage ratio ( CAD), and Total Debt Ratio (TH). Free Net Cash Flow Ratio (AKBB). The results of this study indicate that the company's total cash flow during the 2017-2021 period at PT Gunung Raja Paksi is not good enough. This can be seen from the value of cash flow ratios that are still below standard 1 as in the AKO ratio of 0.031 times, -0.203 times, 0.287 times, 1.258 times, 0.340 times, ratios of AKO -0.423 times, -0.203 times, -6.205 times , -5.934 times, 3.792 times, PM ratio0.218 times, -0.834 times, 4.016 times, 2.637 times, 1.048 times, CAD ratio 0.085 times, -0.846 times, 1.821 times, 3.738 times, 2.159, TH ratio 0.013 times, - 0.106 times, 0.221 times, 0.689 times, 0.205 times, and the AKBB ratio -0.337 times, -0.443 times, 0.129 times, 0.921 times, 0.183 times. Keywords: Financial Performance, Cash Flow Statement, Cash Flow Ratio.
Co-Authors Ajeng Dwi Pratiwi Amini Amini Elsa Manora Nasution Neng Putri Mawarny Rakhmawati, Fibri Yahfizham