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Upaya Meningkatkan Hasil Belajar Persamaan Garis Lurus melalui Penerapan Strategi Pembelajaran Snow Balling Dewi Annisa
Journal on Education Vol 3 No 01 (2020): Journal on Education: Volume 3 Nomor 1 2020
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v3i01.344

Students' diverse abilities, both in terms of knowledge, and speed in receiving lessons, can be overcome by applying a cooperative learning model. One of them is the snow balling learning strategy, where in this lesson students can discuss problems and then solve them together with group friends. This study was conducted to determine whether there was an increase in student learning outcomes and activities during the implementation of the snow balling learning strategy in class VIII-B of SMPN 236 Jakarta, especially on the subject of straight line equations. The intended student learning outcomes are viewed in terms of cognitive, while student activities are viewed from the number of activities carried out during material explanation and group discussions. This study used a qualitative approach with the type of classroom research conducted in class VIII-B of SMPN 236 Jakarta. The results showed that the application of the snow balling learning strategy could improve the learning activities and mathematics learning outcomes of students as indicated by the increase in students' test scores from the initial test to the final test of activity III. The mean score of the initial test was 49.2; the final test of activity I was 54.6; the activity test II was 65.7, the activity test III was 73.5. The percentage of the number of students who met the minimum completeness criteria (KKM) also increased, namely 13.04% in activity I, 45.83% in activity II, and 58.33% in activity III. The KKM of mathematics subject at SMPN 236 Jakarta is 75. The results of this study indicate that the application of the snow balling learning strategy is an alternative in selecting cooperative learning strategies that can be applied in the classroom by teachers with the aim of increasing learning outcomes and student activities in the learning process.

Pengaruh Model Pembelajaran Learning Cycle terhadap Kemampuan Representasi Matematis Dewi Annisa
Journal on Education Vol 4 No 3 (2022): Journal on Education: Volume 4 Nomor 3 Tahun 2022
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v4i3.491

Mathematical representation ability can be a bridge to understanding concepts because it can help develop and present real problems in everyday life into mathematical language. In the learning cycle itself, there are two out of five stages that can train and develop mathematical representation skills, namely the exploration and elaboration stages. In this study, the Learning Cycle learning model was used for 7th grade junior high school students to determine the effect of students' mathematical representation abilities whose learning uses the 5E Learning Cycle learning model when viewed from the student's Self Concept. The data analysis technique used two-way ANOVA and the Independent Test, as a further test. The results of this study indicate that there is a significant effect of learning cycle learning on the ability of mathematical representation in students with high self-concept. For students with low self-concept, there is no significant effect. This is because students with low self-concept tend to be happy to accept the lessons given by the teacher. Therefore, the learning cycle learning model can have effect on increasing the ability of mathematical representation in students with high self-concept.

Kontribusi Motivasi terhadap Hasil Belajar Matematika Siswa Kelas 8 Fadia Tasya Ardilla; RM Bambang; Dewi Annisa
Jurnal Peluang Vol 11, No 1 (2023): VOLUME 11, NOMOR 1, Juni 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jp.v11i1.32282

Motivation plays a crucial role in teaching and learning activities as it significantly impacts the quality of learning outcomes, particularly in mathematics. This influence becomes evident when motivation contributes to students' learning achievements. This study aimed to examine whether motivation influenced junior high school students’ learning outcomes. A quantitative approach with a descriptive correlational design was employed. The population solely comprised Year 8 students, selected using a random sampling method. Motivational questionnaires and student learning outcome tests were utilized to collect the data. The data were analyzed using simple correlation tests. The analysis showed a relatively strong positive correlation between student motivation and mathematics learning outcomes (r=0.478). The learning motivation accounted for 22.85% of the variation in learning outcomes. Thus, it can be concluded that motivation contributes to student learning outcomes, with a relatively modest impact. The findings of this study are expected to assist teachers in emphasizing student motivation and helping students attain high levels of motivation, enabling them to solve problems with ease and achieve optimal learning outcomes.

Analisis Kemampuan Representasi Matematis Siswa Pada Materi Lingkaran Novia Syafitri; Ellianti Ellianti; Dewi Annisa
Jurnal Peluang Vol 11, No 1 (2023): VOLUME 11, NOMOR 1, Juni 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jp.v11i1.29777

This research is driven by the significance of representational proficiencies in acquiring mathematical knowledge. The study aimed to examine students' mathematical representational aptitude in the context of circle. A descriptive qualitative approach was employed to fulfill this purpose, and 31 Year 8 students were selected as the research sample. Data was acquired through tests and subsequent interviews. The findings revealed that students' mathematical representational abilities could be classified as very high in visual representation, high in symbolic representation, and medium in verbal representation. The high-ability group of students demonstrated proficiency across all dimensions of representation, namely visual, symbolic, and verbal. The middle-ability group exhibited proficiency in two dimensions of representation, namely visual and symbolic. The low-ability group only demonstrated proficiency in the visual aspect. Various factors influenced students' representational abilities, including challenges in generating geometric depictions, constructing mathematical models, and articulating mathematical concepts orally. Student errors during problem-solving endeavors were attributed to a lack of attentiveness to the given questions, insufficient review of previous material, limitations in problem analysis, and a deficiency in precision and experience when handling representation-related queries. It is hoped that the findings can serve as a reference for educators to enhance students' representational proficiencies.

Teacher's Pedagogical Content Knowledge (PCK) in implementing Realistic Mathematics Education (RME) Tuti Zubaidah; Rahmah Johar; Dewi Annisa; Yulinar Safitri
Beta: Jurnal Tadris Matematika Vol. 16 No. 1 (2023): Beta May
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v16i1.550

[English]: Pedagogical Content Knowledge (PCK) is crucial for mathematics teachers in teaching and learning due to the fact that mathematics is an abstract and interrelated subject; requiring adequate knowledge on the content and instructional practices. Applying Realistic Mathematics Education (RME) help students learn in meaningful way since it starts with contextual problems. Therefore, to realize the meaningful learning, teachers need to have PCK in implementing RME. This study aims to analyze two teachers' PCK in implementing RME for geometry topic. Prior to the classroom teaching, both teachers received teacher professional development program regarding RME. Data in this study were collected through classroom observation and interviews which were the analyzed qualitatively. The results of the analysis show that both teachers have similar PCK in applying RME. The PCK indicator fulfilled by the teachers is further discussed in this paper. [Bahasa]: Pedagogical Content Knowledge (PCK) atau pengetahuan pedadogis dan konten sangat diperlukan bagi guru matematika dalam pembelajaran karena matematika bersifat abstrak dan saling berkaitan, sehingga memerlukan penguasaan materi dan perencanaan pembelajaran yang baik. Pembelajaran dengan Pendidikan Matematika Realistik (RME) membantu siswa belajar bermakna karena dimulai dari masalah nyata yang terdapat dalam kehidupan sehari-hari atau konteks. Oleh karena itu, untuk mewujudkan pembelajaran bermakna tersebut, guru harus memiliki PCK dalam menerapkan RME. Penelitian ini bertujuan menganalisis PCK dua orang guru dalam menerapkan RME pada materi geometri. Kedua guru tersebut telah mengikuti program pengembangan profesional guru sebelum pembelajaran dilaksanakan. Data dalam penelitian ini dikumpulkan melalui observasi dan wawancara yang dianalisis secara kualitatif. Hasil penelitian menunjukkan bahwa kedua guru memiliki PCK yang sama dalam menerapkan RME. Indikator yang dipenuhi dibahas lebih lanjut dalam tulisan ini.

PENGARUH MODEL PROBLEM BASED LEARNING TERHADAP HASIL BELAJAR MATEMATIKA SISWA DI SMP Maulidya Puteri; Bintang Zaura; Dewi Annisa
Jurnal Review Pendidikan dan Pengajaran Vol. 7 No. 2 (2024): Volume 7 No. 2 Tahun 2024
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v7i2.27034

In mathematics learning, students often face difficulties. One of the causes is the ineffective teaching model used by teachers, resulting in inadequate delivery of learning materials to the students. This study aims to determine whether there is an influence of the PBL model on the learning outcomes of eighth-grade students in class 1 at SMP Negeri 9 Banda Aceh. The approach used in this research is quantitative, and the research type is an experimental study with a true experimental design and a post-test only control format. The population of this study is all eighth-grade students at SMP Negeri 9 Banda Aceh, and the sample consists of students from class VIII 1 (experimental class) and class VIII 2 (control class) selected through random sampling techniques from the four available classes. Data collection was conducted using a test consisting of 5 questions. Questions 1-2 fall under categories C1-C2, questions 3-4 fall under category C3, and question 5 falls under category C4. The analysis of students' mathematics learning outcomes and hypothesis testing used a two-tailed t-test with a significance level of 5% (? = 0.025) and df = 56, resulting in t-calculated ? t-table, which is 6.703 ? 2.003. Based on the data analysis, it can be concluded that the problem-based learning model has an influence on the mathematics learning outcomes of students at SMP Negeri 9 Banda Aceh.

Pengaruh Model Pembelajaran Active Knowledge Sharing terhadap Kemampuan Komunikasi Matematis Saidatun Nisak; Bintang Zaura; Dewi Annisa
Gammath : Jurnal Ilmiah Program Studi Pendidikan Matematika Vol. 8 No. 1 (2023): Gammath : Jurnal Ilmiah Program Studi Pendidikan Matematika
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/gammath.v8i1.289

Salah satu kemampuan matematis yang sangat penting dan perlu dikembangkan dalam pembelajaran matematika ialah Kemampuan Komunikasi Matematis (KKM). Hal ini untuk membantu pembelajaran siswa mengenai konsep matematika untuk menggambarkan suatu keadaan, melukis, memberikan laporan, menggunakan objek, dan penjelasan secara lisan maupun tulisan. Fakta di lapangan menunjukkan bahwa hasil pembelajaran matematika terhadap KKM masih rendah. Hal ini disebabkan oleh siswa yang kurang memiliki kemampuan untuk merumuskan ide sendiri dan kurangnya keberanian yang dimiliki siswa untuk menyampaikan pendapat kepada orang lain. Penelitian ini mempunyai tujuan untuk mengetahui KKM siswa setelah belajar dengan menerapkan model Active Knowledge Sharing dan konvensional di SMPN 1 Montasik Aceh Besar. Metode yang digunakan ialah eksperimen dengan pendekatan kuantitatif melalui desain pretest-posttest-control-group-design. Seluruh siswa kelas VII SMPN 1 Montasik Aceh Besar merupakan populasi penelitian dengan sampel dua kelas yang dipilih secara simple random sampling, di mana siswa kelas VII-1 sebagai kelas eksperimen dan kelas VII-2 sebagai kelas kontrol. Data dikumpulkan melalui tes KKM dengan uji-t sebagai formula analisisnya pada taraf signifikansi 5% setelah persyaratan pengujian terpenuhi. Hasil penelitian diperoleh bahwa KKM siswa yang memperoleh pembelajaran dengan model pembelajaran Active Knowledge Sharing lebih baik daripada yang memperoleh pembelajaran secara konvensional di SMPN 1 Montasik Aceh Besar. Penerapan model pembelajaran Active Knowledge Sharing dalam pembelajaran matematika telah terbukti dapat mempengaruhi KKM siswa menjadi lebih baik dan dapat menjadi salah satu acuan tentang praktik baik model pembelajaran Active Knowledge Sharing terhadap KKM siswa.

KEMAMPUAN SISWA PADA MATERI SPLDV MELALUI PEMBELAJARAN KOOPERATIF TIPE JIGSAW BERBANTUAN LUMIO Dewi Annisa; Silmi Maturah; Bintang Zaura
Jurnal Review Pendidikan dan Pengajaran Vol. 7 No. 4 (2024): Special Issue Vol. 7 No. 4 Tahun 2024
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v7i4.33704

Kurangnya pemahaman konsep siswa, pembelajaran yang berfokus pada guru dan kurangnya penggunaan alat atau sarana pembelajaran digital menyebabkan rendahnya hasil belajar murid. Salah satu solusi alternatif yang bisa digunakan guru adalah dengan menerapkan model pembelejaran Kooperatif Tipe Jigsaw berbasis website Lumio.Penelitian ini dilakukan untuk menunjukkan ketuntasan hasil belajar siswa pada materi SPLDV melalui model pembelajaran kooperatif tipe Jigsaw berbantuan lumio mencapai nilai Kriteria Ketercapaian Tujuan Pembelajaran (KKTP) dikelas VIII MTsN Aceh Besar. Jenis penelitian ini adalahone-shot case study. Populasi penelitian ini adalah seluruh siswa kelas VIII MTsN 2 Aceh Besar dan sampel pada penelitian ini sebanyak 32 siswa dengan teknik simple random sampling. Teknik pengumpulan data menggunakan tes hasil belajar murid. Hasil penelitian menjelaskan bahwa terdapat ketuntasan hasil belajar siswa setelah diterapkan model pembelajaran kooperatif jenis jigsaw berbantuan lumio dengan yaitu 3,9174 1,645, maka ditolak dan menerima jadi model pembelajaran kooperatif tipe jigsaw berbantuan lumio mencapai Kriteria Ketercapaian Tujuan Pembelajaran (KKTP)

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