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PENGARUH PENERAPAN MODEL PEMBELAJARAN PROBLEM POSING DAN KEPERCAYAAN MATEMATIKA TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS VII SMPN 1 KUTA UTARA Ni Luh Sintya Dewi
Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika Vol. 4 No. 1 (2023): Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistik
Publisher : LPPM Universitas Bina Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46306/lb.v4i1.237

The problem that we often find in class is that students are less focused on learning mathematics, where teachers teach using conventional learning models. Students act as followers and passive recipients of the activities carried out. Therefore, it is necessary to apply a learning model that involves students in the teaching and learning process, so that they can develop the potential of each student independently. One of them is the problem posing learning model. The problem posing learning model is a learning model that requires students to compose their own questions or solve a problem. The purpose of this research is to find out whether there are differences in the mathematics learning outcomes of students who follow the problem posing learning model, whether there is an interaction effect between the application of the problem posing learning model and the belief in mathematics on learning outcomes, whether there are differences in learning outcomes between students who follow the problem posing learning model and students who follow conventional learning models in groups of students who have high mathematical confidence and low mathematical confidence. The results of hypothesis testing using two-way ANOVA. Based on the results of the research and data analysis, it was found that 1) there were differences in the learning outcomes of students who took the problem posing learning model and those who followed the conventional learning model. 2) There is an interaction effect between the application of problem posing learning models and mathematical beliefs on learning outcomes. 3) There are differences in the learning outcomes of students who follow the problem posing learning model with students who follow conventional learning models in groups of students who have high mathematical confidence. 4) There is no difference in the learning outcomes of students who follow the problem posing learning model with students who follow the conventional learning model in groups of students who have low mathematical confidence.

KORELASI ANTARA POLA ASUH ORANG TUA, INTERAKSI PEER GROUP DAN KEAKTIFAN PESERTA DIDIK TERHADAP HASIL BELAJAR MATEMATIKA KELAS VII SMPN 3 ABIANSEMAL Ni Luh Sintya Dewi
Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika Vol. 3 No. 3 (2022): Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistik
Publisher : LPPM Universitas Bina Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46306/lb.v3i3.246

The Indonesian nation as a developing country will not be able to progress as long as it does not improve the quality of our nation's human resources. The nation's quality of life can increase if it is supported by an established education system. So as to be able to think critically, creatively and productively to create an intelligent society. In general, many students obtain learning outcomes under the minimum completeness criteria caused by several factors, namely internal factors and external factors. Internal factors are factors from within students such as learning motivation, student activity, talents and interests, discipline and responsibility. External factors or external factors such as the environment and instruments also affect learning outcomes. The instruments in question include curriculum, teachers, methods, strategies, infrastructure, learning support and parenting patterns. This research is classified as correlational research because the independent variables in this study are not directly controlled and occur or have existed before. The purposes of this study were (1) to determine the relationship between parenting style and learning outcomes in mathematics, (2) to determine the relationship between peer group interaction and learning outcomes in mathematics, (3) to determine the relationship between student activity and learning outcomes. mathematics, (4) to determine the relationship between parenting style, peer group interaction, student activity towards mathematics learning outcomes. Based on the results of multiple regression analysis, it was obtained that F_count was 449.040 which was greater than F_table, which was 2.733 at a significance level of 5% (α=0.05). This means that F_count > F_table, then H_0 is rejected and H_adi is accepted, which means that there is a jointly significant relationship between parenting parents (X1), peer group interaction (X2) and student activity (X3) on learning outcomes for class VII SMPN 3 Abiansemal

PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) UNTUK MENINGKATKAN MOTIVASI DAN HASIL BELAJAR MATEMATIKA SISWA KELAS VIII SMPN 4 MENGWI Ni Luh Sintya Dewi
Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika Vol. 3 No. 2 (2022): Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistik
Publisher : LPPM Universitas Bina Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46306/lb.v3i2.247

To improve the quality of education requires a mindset that is used as the basis for implementing the curriculum. Mathematics lessons are often considered by students as a subject that is very difficult and scary. Seeing this problem, it is necessary to make improvements so that the learning process becomes better so that it can improve the quality of learning, especially mathematics lessons. One way to increase student motivation and learning outcomes is with varied learning methods, for example problem-based learning models. The Problem Based Learning (PBL) learning model is learning that focuses on students as learners and on authentic or relevant problems that will be solved using all the knowledge they have or from other sources. The aims of this study were: (1) To find out whether the problem-based learning (PBL) learning model can increase the motivation to learn mathematics in class VIII students of SMPN 4 Mengwi. (2) To find out whether the problem based learning (PBL) learning model can improve student learning outcomes in class VIII SMPN 4 Mengwi. From the results of the implementation of the first cycle, it was known that students' learning motivation had increased, before the pre-action only 20% had high category learning motivation in cycle I increased to 50%. The results of cycle II can be seen that the acquisition of student learning motivation results that have reached the target indicator of success, namely ≥70% have high and or very high learning motivation. And the learning outcomes in the pre-action were 20% with an average of 62.5 then in the first cycle it reached 50% with an average of 69 and in the second cycle it reached 95% with an average of 89. Based on the results of the second cycle it can be seen that 95 % of the total number of students who have achieved the KKM and 5% of the total number of students in the class did not reach the KKM

PENDIDIKAN MULTIKULTURAL DALAM UPAYA MEMBANGUN TOLERANSI BERAGAMA SEJAK DINI Ni Kadek Ayu Kristini Putri; Ni Made Sukrawati; Ni Luh Sintya Dewi
Dharmasmrti: Jurnal Ilmu Agama dan Kebudayaan Vol. 23 No. 1 (2023): Dharmasmrti: Jurnal Ilmu Agama dan Kebudayaan
Publisher : Pascasarjana Universitas Hindu Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32795/ds.v23i1.4079

Keragaman masyarakat di Indonesia sebagai kekayaan bangsa yang memiliki kerawanan memicu konflik agama dan perpecahan antar umat beragama. Pendidikan multikultural adalah proses pengembangan dari seluruh potensi manusia yang menghargai adanya pluralitas dan heterogenitas sebagai konsekuensi keragaman terhadap budaya, etnis, suku, dan aliran (agama). Pendidikan multikultural menekankan sebuah filosofi pluralisme budaya ke dalam sistem pendidikan yang didasarkan pada prinsip-prinsip persamaan (equality), saling menghormati, saling menerima dan adanya komitmen moral untuk sebuah keadilan sosial. Melihat realitas kemajemukan di Indonesia ada upaya menggagas wacana tentang pendidikan multikultural dengan membawa misi pluralisme agama dan budaya. Harapannya dapat memberikan pencerahan dalam menuju suatu perubahan yang signifikan terhadap pendidikan multikultural dengan segala aspeknya, yang bertujuan dapat mempersatukan perbedaan agama dan budaya yang ada di Indonesia.

PENINGKATAN HASIL BELAJAR MATEMATIKA MENGGUNAKAN MODEL PEMBELAJARAN DISCOVERY LEARNING PADA SISWA KELAS VII SMP NEGERI 5 ABIANSEMAL Ni Luh Sintya Dewi
Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika Vol. 4 No. 3 (2023): Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistik
Publisher : LPPM Universitas Bina Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46306/lb.v4i3.522

To achieve educational success, one of the elements is the teacher who plays a very important role in the teaching and learning process (Rahayu, et al., 2018). Mathematics is one of the basic subjects at every level of formal education which plays a very important role. Mathematics is a basic science needed to prepare competent human resources with integrity. However, in reality, mathematics lessons are often considered difficult by students and boring, so there is a need for learning models that attract students' attention so that they are active in learning and learning becomes fun. One of them is the Discovery Learning learning model. Discovery Learning is a learning method that focuses on discovering previously unknown concepts or principles and solving problems followed by validating abilities so that it is hoped that students will be able to improve their thinking skills and find solutions to problems (Fatmawati, 2016). Discovery Learning encourages students to take responsibility for their learning process so they can more easily transfer their knowledge to various contexts and feel empowered. As a result, motivation, creativity, discipline and enthusiasm for learning will all increase (Nurmaily, 2021). The aim of this research is to find out whether the Discovery Learning learning model can improve the mathematics learning outcomes of class VII students at SMP Negeri 5 Abiansemal. From the learning outcomes in the pre-cycle the achievement of learning completeness was 57.14% with an average value of 76.39 then in the first cycle it increased to 75% with an average value of 80.57 and in the second cycle it increased to 89.29% with an average -average value 84.79. Based on the results of cycle II, it can be seen that 89.29% of the total students have reached the KKM and 10.71% of the total students in the class have not reached the KKM. Based on all classroom action research activities, it can be concluded that through the application of the Discovery Learning learning model, it can improve the mathematics learning outcomes of class VII students at SMP Negeri 5 Abiansemal

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