Article Per Year (5 Year)
p-Index From 2020 - 2025
0.408
P-Index
This Author published in this journals
All Journal Journal on Education
Artita Salmi
MAN 2 Pesisir Selatan
Education

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Upaya Meningkatkan Aktivitas dan Hasil Belajar Matematika Siswa Kelas XI IPA 2 MAN 2 Pesisir Selatan Melalui Pelaksanaan Model Pembelajaran ROPES (Review, Overview, Presentation, Exercise, Summary) Artita Salmi
Journal on Education Vol 4 No 4 (2022): Journal on Education: Volume 4 Nomor 4 Tahun 2022
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v4i4.550

Abstract

This research was motivated by the low activity of class XI IPA 2 MAN 2 Pesisir Selatan students during the mathematics teaching and learning process and the low learning outcomes obtained by class XI IPA 2 MAN 2 Pesisir Selatan students in learning mathematics. By using the ROPES learning model, it is able to improve students' active thinking skills during mathematics learning. Students do not only act as recipients of information provided by the teacher. They will try to find as much information as possible, then they can convey it through presentation activities. This research uses classroom action research. The purpose of the study was to describe efforts to improve the activities and learning outcomes of students in class XI IPA 2 MAN 2 Pesisir Selatan through the implementation of the Ropes learning model (Review, Overview, Presentation, Exercise, Summary). The action hypothesis is an increase in student learning activities in class XI IPA 2 MAN 2 Pesisir Selatan through the implementation of the ROPES learning model in mathematics subjects and an increase in student understanding and learning outcomes in class XI IPA 2 MAN 2 Pesisir Selatan through the implementation of the ROPES learning model in math subjects. This study consisted of two cycles, each of which consisted of four meetings. The percentage of completeness of cycle 1 is 68.75%. with an average of 75.84. The percentage of completeness in cycle 2 is 93.75%. with an average of 89.28. Student learning activities also showed a significant increase in each indicator.
Pelaksanaan Strategi Thinking Aloud Pairs Problem Solving (TAPPS) untuk Meningkatkan Aktivitas dan Hasil Belajar Matematika Siswa Kelas XI IPA 1 MAN 2 Pesisir Selatan pada Materi Limit Fungsi Aljabar Artita Salmi
Journal on Education Vol 5 No 1 (2022): Journal on Education: Volume 5 Nomor 1 Tahun 2022
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v5i1.551

Abstract

This research is motivated by the fact that students do not understand the concept well so that they have difficulty in applying the concept to solve problems, interest and student learning activities to learn mathematics are still very low, some students think that mathematics is one of the subjects that are considered difficult and less liked students, most students feel ashamed to ask the teacher about the material they do not understand, and the low learning outcomes obtained by students and have not met the KKM set, which is 80. The purpose of this study is to describe efforts to increase activity and learning outcomes of class XI IPA 1 MAN 2 Pesisir Selatan academic year 2017/2018 during the teaching and learning process of Mathematics through the implementation of the TAPPS strategy in the Limit Function Algebra material. The action hypothesis is that there is an increase in the activities and learning outcomes of class XI IPA 1 MAN 2 Pesisir Selatan academic year 2017/2018 during the teaching and learning process of Mathematics through the implementation of the TAPPS strategy in the Limit Function Algebra material. The subjects in this study were students of class XI IPA 1 MAN 2 Pesisir Selatan for the academic year 2017/2018, totaling 32 people. This study consisted of two cycles, each of which consisted of three meetings. The percentage of completeness in cycle 1 was 71.87% with an average of 79.63. The percentage of completeness in cycle 2 was 96.88% with an average of 88.13. Student learning activities also showed a significant increase in each indicator.
Co-Authors