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All Journal Jurnal Daya Matematis Mandalika Mathematics and Educations Journal Journal On Teacher Education (Jote) Jurnal Penalaran dan Riset Matematika
Ruben Sonda
STKIP Hermon Timika
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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THE EFFECT OF LEARNING PROBLEM POSING ON THE ABILITY OF MATHEMATICS CONCEPTS UNDERSTANDING OF STUDENTS IN CLASS XI IPA OF SMA AL-FALAH Rifka Agustianti; Nurwirhanuddin Nurwirhanuddin; Ruben Sonda; Maria Letisia Lipa Tupen; A. Rasul
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 11, No 1 (2023): March
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jdm.v11i1.43736

Abstract

The aims of this study were (1) to find out the differences in the ability to understand mathematical concepts between students in classes who received problem posing learning and students in classes who received conventional learning. (2) Knowing the differences in the ability to understand mathematical concepts between students in the high, medium and low groups in terms of the level of mastery of mathematics. (3) Knowing the interaction between the learning model and the level of mastery of mathematics in the ability to understand mathematical concepts. This research is an experimental research with research units determined based on learning groups and the level of students' mastery of mathematics. Learning groups are divided into two, namely problem posing learning and conventional learning. While the level of students' mastery of mathematics is divided into high, medium and low groups. The population in this study were all students of class XI IPA at SMAN Al-Falah. The research sample was class XI IPA 1 as the experimental class and class XI IPA 2 as the control class. Based on the results of data analysis, the following conclusions are obtained: (1) There are differences in the ability to understand mathematical concepts between students who receive problem posing learning and students who receive conventional learning. (2) There are differences in the ability to understand mathematical concepts between students in the high and medium and high and low groups. But there is no difference in the ability to understand mathematical concepts between students in the medium and low groups.
Peran Teknologi Pendidikan dalam Pembelajaran Maria Letisia Lipat Tupen; Ridwan Nur; Deasy Natalia Lessu; Ruben Sonda
Journal on Teacher Education Vol. 4 No. 3 (2023): Journal on Teacher Education
Publisher : Universitas Pahlawan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jote.v4i3.13133

Abstract

Hadirnya Teknologi dalam kehidupan manusia memeberi warna baru, baik dalam kehidupan sehari-hari, pekerjaan mau pun terhadap dunia pendidikan. Tujuan penelitian ini untuk menganalisis peran teknologi pendidikan dalam pembelajaran dengan menggunakan penelitian kualitatif deskriptif dengan pendekatan studi kepustakaan. Metode studi kepustakaan di mana peneliti mengumpulkan data yang relevan dengan topik yang sedang diteliti. Hasil penelitian menunjukkan bahwa Perkembangan teknologi informasi yang semakin pesat di era globalisasi saat ini tidak bisa dihindari lagi pengaruhnya terhadap dunia pendidikan. Tuntutan global menuntut dunia pendidikan untuk selalu dan senantiasa menyesuaikan perkembangan teknologi terhadap usaha dalam peningkatan mutu pendidikan, terutama penyesuaian penggunaannya bagi dunia pendidikan khususnya dalam proses pembelajaran.
Efektivitas Model Pembelajaran D Efektivitas Model Pembelajaran Discovery Ditinjau dari Kemampuan Komunikasi Mahasiswa Program Studi Pendidikan Matematika STKIP Hermon Timika: A Rasul; Ruben Sonda
Mandalika Mathematics and Educations Journal Vol 8 No 1 (2026): Edisi Maret
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i1.9870

Abstract

This research is a quasi-experimental study aimed at determining the effectiveness of the discovery learning model in terms of the mathematical communication skills of students. The population of the study consists of all second-semester students, totaling 46 students. The sample of this study includes all second-semester students amounting to 23 students and fourth-semester students also amounting to 23 students selected through purposive sampling techniques. The design used is a pretest-posttest control group design with assessment techniques using test methods. The data collected consists of test scores related to the mathematical communication skills of students. Based on the t-test and proportion test at a significance level of 5%,It was concluded that the discovery learning model is not effective in terms of the mathematical communication skills of students. However, students who participated in discovery learning have higher mathematical communication skills compared to those who underwent conventional learning
THE EFFECT OF PROBLEM-BASED LEARNING IMPLEMENTATION ON STUDENTS’ PROBLEM-SOLVING ABILITY IN PROBABILITY TOPICS Nely Salu Padang; Ruben Sonda
Jurnal Penalaran dan Riset Matematika Vol. 5 No. 1 (2026): Jurnal Penalaran dan Riset Matematika
Publisher : Almeera Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62388/prisma.v5i1.613

Abstract

This study aims to determine the effect of implementing the Problem-Based Learning (PBL) model on students’ problem-solving skills in probability. This study uses a quantitative approach with an experimental method. The study population consists of students at STIE Jambatan Bulan who are enrolled in the Statistics course. The sample comprises 32 students divided into two groups: 16 students in the experimental group, who received instruction using the Problem-Based Learning model, and 16 students in the control group, who received conventional instruction. The research instrument consists of a problem-solving ability test on probability material. Data analysis was conducted through normality tests, homogeneity tests, and hypothesis testing using the t-test at a 5% significance level. The results showed that the average problem-solving ability of students in the experimental class was 83.187, while the average problem-solving ability of students in the control class was 73.125. The results of the hypothesis testing showed that the calculated t-value (t-hitung) of 4.312 was greater than the critical t-value (t-table) of 1.697; therefore, H0 was rejected and H1 was accepted. Thus, the implementation of the Problem-Based Learning model has a positive effect on students’ problem-solving skills in probability. The Problem-Based Learning model has proven to be more effective than conventional teaching methods in improving students’ ability to understand, analyze, and solve problems related to probability concepts in statistics courses.
Co-Authors A. Rasul Deasy Natalia Lessu Maria Letisia Lipa Tupen Maria Letisia Lipat Tupen Nely Salu Padang Nurwirhanuddin Nurwirhanuddin Ridwan Nur Rifka Agustianti