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All Journal Jurnal Pendidikan Indonesia Math Didactic: Jurnal Pendidikan Matematika Pendas : Jurnah Ilmiah Pendidikan Dasar
Sunyoto Hadi Prayitno
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Education Mathematics Other

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Differences of student mathematics learning results with discovery learning and problem based learning from emotional intelligence Sunyoto Hadi Prayitno; Hesty Prasetya Dwi Utami
Math Didactic: Jurnal Pendidikan Matematika Vol 7 No 2 (2021)
Publisher : STKIP PGRI Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33654/math.v7i2.1238

Abstract

Penelitian ini memiliki tujuan ingin mengetahui perbedaan hasil belajar matematika siswa dengan model pembelajaran DL serta PBL ditinjau dari KE pada siswa kelas VIII SMP Hang Tuah 1 Surabaya dengan materi persamaan garis lurus. Populasi yang digunakan siswa kelas VIII dan sampel yang terpilih yaitu kelas VIIIB dengan model pembelajaran DL serta kelas VIIIA dengan model pembelajaran PBL. Metode penelitian ini menggunakan kuesioner serta tes hasil belajar matematika. Dari perhitungan data didapatkan nilai sig.(2-tailed) 0,639 pada hasil tes belajar dengan kategori KE tinggi. Sedangkan tes hasil belajar dengan kategori KE sedang didapat nilai sig.(2-tailed) 0,048 serta KE rendah diperoleh nilai sign.(2-tailed) 0,016. Hasil penelitian ini didapatkan bahwa terdapat perbedaan hasil belajar menggunakan pembelajaran DL dan PBL ditinjau dari KE tinggi dan tidak terdapat perbedaan hasil belajar matematika siswa pada pembelajaran DL serta PBL dilihat dari KE sedang dan KE rendah di siswa kelas VIII SMP Hang Tuah 1 Surabaya tahun 2019/2020.
Realistic Mathematics Education (RME) Learning Model Improves Conceptual and Procedural Understanding of Junior High School Students Sunyoto Hadi Prayitno; Wawan Gunawan; Feny Rita Fiantika; Hartono; Iis Holisin
Jurnal Pendidikan Indonesia Vol 13 No 2 (2024): June
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpiundiksha.v13i2.75228

Abstract

Currently, there are still many students who feel they need to be more confident in studying mathematics. Most students are weak in conceptual understanding and procedural knowledge. This research aims to analyze the effect of the realistic mathematics education (RME) approach on students' conceptual and procedural understanding. The type of research used is a quasi-experiment (Quasi Experiment). The design of this research is a non-equivalent pot-test-only control group design. The population of this study was all class VII students, totaling 133 students. Sampling used a simple random sampling technique. The total sample is 58 students. The method used to collect data is a test. The instrument used to collect data is test questions. The techniques used to analyze data are descriptive statistical analysis and inferential statistics. The research results show differences between students who follow the realistic mathematics education (RME) learning model and students who do not follow the realistic mathematics education (RME) learning model regarding students' conceptual and procedural abilities. It was concluded that the realistic mathematics education (RME) learning model can improve conceptual and procedural abilities in junior high school students.
PENGARUH STRATEGI PEMBELAJARAN PROBLEM BASED LEARNING DAN MINAT BELAJAR TERHADAP HASIL BELAJAR SISWA KELAS X SMK NEGERI 1 MOJOANYAR: PENGARUH STRATEGI PEMBELAJARAN PROBLEM BASED LEARNING DAN MINAT BELAJAR TERHADAP HASIL BELAJAR SISWA KELAS X SMK NEGERI 1 MOJOANYAR Yustina Wulandari; Achmad Noor Fatirul; Sunyoto Hadi Prayitno
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025 In Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.31352

Abstract

This study aims to examine the effect of Problem Based Learning (PBL) learning strategies and learning interest on the learning outcomes of class X students at SMK Negeri 1 Mojoanyar. The method used is an experiment with a post-test control group design. The instruments used are learning outcome tests and learning interest questionnaires. Data were analyzed using ANOVA tests to test for significant differences between groups taught with PBL and Expository Strategy and the effect of learning interest on learning outcomes. The results of the analysis show that PBL is more effective in improving student learning outcomes compared to Expository Strategy, with an F value = 87.568 and a significance of 0.000. In addition, learning interest also has a significant effect on student learning outcomes, with an F value = 9.151 and a significance of 0.003, indicating that students with high learning interest have better learning outcomes. The results of the interaction test show a significant effect between learning strategies and learning interest on learning outcomes, with an F value = 5.463 and a significance of 0.021. The conclusion of this study is that PBL is more effective in improving learning outcomes than Expository Strategies, and learning interest plays a significant role in achieving learning outcomes. The implications of this study are the need to implement PBL in learning and pay attention to student learning interests to design more effective learning. Teachers are expected to adapt learning strategies to student interests to achieve optimal results.
Co-Authors Achmad Noor Fatirul Aminuyati Fiantika, Feny Rita Hesty Prasetya Dwi Utami Iis Holisin Wawan Gunawan Wawan Gunawan Yustina Wulandari