Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal JUPE : Jurnal Pendidikan Mandala Jurnal Pendidikan Matematika Unpatti
Ronaldo Kho
Universitas Cenderawasih
Education Mathematics

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

Found 2 Documents
Search

 1 
Analysis Of Students' Ability In Solving Story Problems On FPB And KPK Material In Grade VII-B Of SMP Negeri 2 Sentani In The 2025/2026 Academic Year Mirna Wati Ismail; Ronaldo Kho; Agnes Teresa Panjaitan; Bettisari Napitulu; Elieser Kulimbang
JUPE : Jurnal Pendidikan Mandala Vol 11 No 1 (2026): JUPE : Jurnal Pendidikan Mandala (Februari)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jupe.v11i1.10221

Abstract

This research is descriptive research using qualitative approaches. The purpose of this study is to analyze and describe students’ ability in solving word problems on the topics of Greatest Common Divisor (GCD) and Least Common Multiple (LCM) in relation to their learning outcomes (high, medium, and low) in Class VII-B of SMP Negeri 2 Sentani in the Academic Year 2025/2026. The students’ problem-solving abilities were examined through the following stages: (1) the ability to understand and identify the information in the problem; (2) the ability to plan the solution; (3) the ability to perform calculations correctly; and (4) the ability to answer the question or write the conclusion. The subjects of this study consisted of three students representing different levels of learning achievement: high, medium, and low. The data were collected through written tests and interviews. The written test consisted of three essay questions. The results of the study revealed that: (1) students with high learning outcomes were able to solve word problems effectively at all stages, including understanding and identifying information, planning solutions, performing calculations, and drawing accurate conclusions; (2) students with medium learning outcomes were able to understand the problem and plan solutions but made mistakes in the calculation and conclusion stages due to incorrect application of the LCM concept; and (3) Students with low learning outcomes were only able to understand the information in the problem but were unable to continue to the planning, calculation, or conclusion stages correctly due to the error in choosing the correct solution strategy, which was the confusion betweenthe use of the GCD (Greatest Common Divisor) and LCM (Least Common Multiple) concepts.
Perbedaan Model Pembelajaran Kooperatif Tipe Jigsaw dan STAD Terhadap Hasil Belajar Siswa pada Materi Penyelesaian Sistem Persamaan Linear Dua Variabel Kelas IX SMP YPK Kotaraja Jayapura Yunita Christianti Noriwari; Ronaldo Kho; Rina Ananta Sumawardani Sitepu
Jurnal Pendidikan Matematika Unpatti Vol 7 No 2 (2026): Jurnal Pendidikan Matematika Unpatti (On Progress)
Publisher : Program Studi Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/jpmunpatti.v7.i2.p70-78

Abstract

Penelitian dimaksudkan guna membuktikan komparasi hasil belajar matematika dalam penerapan model kooperatif tipe Jigsaw dan STAD dalam pokok bahasan Penyelesaian SPLDV kelas IX SMP YPK Kotaraja Jayapura. Pendekatan eksperimen semu (quasi-experiment) digunakan melalui Nonequivalent Control Group Design. Seluruh siswa kelas IX di sekolah tersebut bertindak sebagai populasi, sementara kelas IX E (Jigsaw) dan kelas IX F (STAD) dipilih sebagai sampel. Instrumen mengumpulkan data melalui tes uraian melalui tahap pre dan post-test yang dianalisis melalui uji normalitas, homogenitas, serta uji Mann–Whitney U. Temuan mengungkapkan rerata skor awal (pre-test) kedua kelas masih berada di bawah ambang batas KKM (70), yakni 26.66 (Jigsaw) dan 22.73 (STAD). Pasca-perlakuan, rerata post-test meningkat signifikan menjadi 83.97 untuk Jigsaw dan 75.67 untuk STAD. Meski uji Mann–Whitney U menunjukkan tidak adanya perbedaan yang signifikan secara statistik (Sig. 0.053 > 0.05), secara deskriptif model Jigsaw menghasilkan skor yang lebih tinggi. Maka, kedua model kooperatif tersebut efektif memperkuatn capaian belajar siswa, dengan keunggulan praktis pada model Jigsaw.
Co-Authors Agnes Teresa Panjaitan Bettisari Napitulu Elieser Kulimbang Mirna Wati Ismail Rina Ananta Sumawardani Sitepu Yunita Christianti Noriwari