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<![CDATA[PENGARUH PENERAPAN PENDEKATAN KONTESKTUAL TERHADAP KEMAMPUAN PEMECAHAN MASALAH DAN KEYAKINAN (BELIEF) MATEMATIKA SISWA KELAS IX SMP NEGERI 1 BAYANG ]]>
<![CDATA[Amsari, Dina]]>
<![CDATA[ Jurnal Basicedu Vol. 2 No. 2 (2018) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/basicedu.v2i2.140
<![CDATA[This study was begun at finding description about the mathematics’ teacher did not make relationship between new information to real situation of students and the students’ ability in problem solving was still lower. This problem certainly impacts to mathematics’ belief of students. For making out this problem, a contextual approach in mathematics learning has been being applied. The goals of this research were to know students’ ability in problem solving between contextual and conventional approach and also mathematics’ belief of students after studied using contextual approach. The kind of this research was a quasi experiment. The population was the students of class IX Junior High School 1 Bayang. The research’s instruments are problem solving tests and questionnaire sheets. The result of this research showed the mean of final test in experiment class is higher than control class and also mathematics’ belief of student. Based on the result of the research could be conclude that students’ ability in problem solving and mathematics’ belief with using contextual approach better than conventional approach both high and low prior knowledge’s students.  ]]>
<![CDATA[IMPLIKASI TEORI BELAJAR E.THORNDIKE (BEHAVIORISTIK) DALAM PEMBELAJARAN MATEMATIKA ]]>
<![CDATA[Amsari, Dina]]>
<![CDATA[ Jurnal Basicedu Vol. 2 No. 2 (2018) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/basicedu.v2i2.168
<![CDATA[Teori belajar Behavioristik merupakan teori yang berpandangan bahwa belajar adalah proses perubahan tingkah laku melalui stimulus respon. Dengan kata lain,belajar merupakan bentuk perubahan yang dialami siswa dalam hal kemampuannya yangbertujuan merubah tingkah laku dengan cara interaksi antara stimulus dan respon.Dalam konsep belajar behavioristik, siswa dikatakan belajar jika terjadi perubahan prilaku ke arah yang lebih baik. Salah satu tokoh pengusung teori ini adalah Edward Thorndike yang dikenal dengan teori Koneksionisme. Menurut Thorndike, belajar merupakan proses koneksi antara stimulus respon yang berujung kepada perubahan tingkah laku. Hubungan stimulus respon ini menurut Thorndike dapat diperkuatdengan adanya kesiapan dalam menerima perubahan tingkah laku tersebut (Law of Readiness), diberikan pengulangan (Law of Exercise) dan diberikan penghargaan (Law of Effect). Dalam pembelajaran khususnya matematika, guru memastikan kesiapan siswa dalam belajar, agar stimulus yang diberikan dapat diterima baik oleh siswa dan memunculkan respon yang diinginkan. Stimulus yang diberikan hendaknya sering diulang agar hubungan stimulus respon semakin kuat salah satunya dengan memberikan latihan ataupun penekanan konsep oleh guru. Selain itu, hubungan ini juga dapat diperkuat dengan memberikan penghargaan kepada siswa. Sehingga menimbulkan kepuasan bagi mereka]]>
<![CDATA[The Social Learning Theory Albert Bandura for Elementary School Students ]]>
<![CDATA[Amsari, Dina]]>;
<![CDATA[Wahyuni, Etri]]>;
<![CDATA[Fadhilaturrahmi, Fadhilaturrahmi]]>
<![CDATA[ Jurnal Basicedu Vol. 8 No. 2 (2024) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/basicedu.v8i2.7247
<![CDATA[Learning is a process of interaction between individuals and the environment and is displayed in the form of desired behavioral changes. Learning in schools must be able to bridge the knowledge that students already have with the new knowledge that will be built. This research discusses how Albert Bandura's social learning theory emphasizes the importance of elementary school students in processing their own knowledge obtained from observing models in their environment. This learning theory can be implemented in learning with the assumption that learning can be through observation, learning is an internal process that is reflected in behavior, learning is a reciprocal influence between environmental variables, behavior and individuals, and behavior is goal-oriented and self-regulated. This provides an understanding that learning is the result of students' ability to interpret knowledge or information, interpret a model that is imitated, then process it cognitively and determine actions according to the desired goals. Students are encouraged to think critically and creatively to analyze problems and find alternative solutions to problems.]]>
<![CDATA[Penerapan Model Pembelajaran TPS terhadap Kemampuan Komunikasi Matematis Siswa XI F di SMA Negeri 2 Padang ]]>
<![CDATA[Stevenia, Nadila]]>;
<![CDATA[Santi, Nirmala]]>;
<![CDATA[Amsari, Dina]]>
<![CDATA[ Malewa: Journal of Multidisciplinary Educational Research Vol 1 No 2 (2023): MALEWA: Journal of Multidisciplinary Educational Research ]]>
Publisher : <![CDATA[Yayasan Dharma Lentera Khatulistiwa (MALEWA) ]]>
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DOI: 10.61683/jome.v1i02.24
<![CDATA[Penelitian ini bertujuan untuk mengetahui penerapan model pembelajaran Think Pair Share (TPS) lebih baik daripada pembelajaran konvensional terhadap kemampuan komunikasi matematis kelas XI F SMA Negeri 2 Padang. Penelitian ini merupakan penelitian kuantitatif model quasy eksperimen. Subjek yang digunakan dalam penelitian ini adalah kelas eksperimen dan kelas kontrol. Hasil penelitian menunjukkan bahwa rata-rata tes akhir kelas eksperimen adalah 64,16 sedangkan rata-rata kelas kontrol adalah 50,55. Dengan demikian dapat disimpulkan bahwa terdapat pengaruh penerapan model pembelajaran Think Pair Share (TPS) terhadap kemampuan komunikasi matematis siswa kelas XI F di SMA Negeri 2 Padang.]]>
<![CDATA[Pengaruh Model Problem Based Learning terhadap Kemampuan Pemecahan Masalah Matematis Siswa Kelas XI Fase F SMA N 2 Padang ]]>
<![CDATA[Marzufira]]>;
<![CDATA[Amsari, Dina]]>;
<![CDATA[Umar, Fahkrullah I Tama]]>
<![CDATA[ Malewa: Journal of Multidisciplinary Educational Research Vol 1 No 2 (2023): MALEWA: Journal of Multidisciplinary Educational Research ]]>
Publisher : <![CDATA[Yayasan Dharma Lentera Khatulistiwa (MALEWA) ]]>
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DOI: 10.61683/jome.v1i02.25
<![CDATA[This study aims to determine the results of solving mathematical problems in class XI students of Phase F of SMA N 2 Padang using the PBL model of learning better than conventional learning. This research is a quasi-experimental design or quasi-experimental research. The population in this study were all of class XI phase F of SMA N 2 Padang. The results of students' mathematical problem solving increased in the experimental class as seen from the learning outcomes of students' problem solving ability tests with the t-test obtained t_count > t_table (2.472 > 1.995) data it shows H_0 is rejected and H_1 is accepted. From these calculations it can be concluded that there is an effect of learning mathematics problem based learning models on compound interest and annuity material on the results of the mathematical problem solving ability of class XI students phase F SMA N 2 Padang is better.]]>
<![CDATA[PENGARUH PENERAPAN PENDEKATAN KONTESKTUAL TERHADAP KEMAMPUAN PEMECAHAN MASALAH DAN KEYAKINAN (BELIEF) MATEMATIKA SISWA KELAS IX SMP NEGERI 1 BAYANG ]]>
<![CDATA[Amsari, Dina]]>
<![CDATA[ Jurnal Basicedu Vol. 2 No. 2 (2018) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
Show Abstract
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DOI: 10.31004/basicedu.v2i2.140
<![CDATA[This study was begun at finding description about the mathematics’ teacher did not make relationship between new information to real situation of students and the students’ ability in problem solving was still lower. This problem certainly impacts to mathematics’ belief of students. For making out this problem, a contextual approach in mathematics learning has been being applied. The goals of this research were to know students’ ability in problem solving between contextual and conventional approach and also mathematics’ belief of students after studied using contextual approach. The kind of this research was a quasi experiment. The population was the students of class IX Junior High School 1 Bayang. The research’s instruments are problem solving tests and questionnaire sheets. The result of this research showed the mean of final test in experiment class is higher than control class and also mathematics’ belief of student. Based on the result of the research could be conclude that students’ ability in problem solving and mathematics’ belief with using contextual approach better than conventional approach both high and low prior knowledge’s students.  ]]>
<![CDATA[IMPLIKASI TEORI BELAJAR E.THORNDIKE (BEHAVIORISTIK) DALAM PEMBELAJARAN MATEMATIKA ]]>
<![CDATA[Amsari, Dina]]>
<![CDATA[ Jurnal Basicedu Vol. 2 No. 2 (2018) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
Show Abstract
|
Download Original
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Original Source
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Check in Google Scholar
|
DOI: 10.31004/basicedu.v2i2.168
<![CDATA[Teori belajar Behavioristik merupakan teori yang berpandangan bahwa belajar adalah proses perubahan tingkah laku melalui stimulus respon. Dengan kata lain,belajar merupakan bentuk perubahan yang dialami siswa dalam hal kemampuannya yangbertujuan merubah tingkah laku dengan cara interaksi antara stimulus dan respon.Dalam konsep belajar behavioristik, siswa dikatakan belajar jika terjadi perubahan prilaku ke arah yang lebih baik. Salah satu tokoh pengusung teori ini adalah Edward Thorndike yang dikenal dengan teori Koneksionisme. Menurut Thorndike, belajar merupakan proses koneksi antara stimulus respon yang berujung kepada perubahan tingkah laku. Hubungan stimulus respon ini menurut Thorndike dapat diperkuatdengan adanya kesiapan dalam menerima perubahan tingkah laku tersebut (Law of Readiness), diberikan pengulangan (Law of Exercise) dan diberikan penghargaan (Law of Effect). Dalam pembelajaran khususnya matematika, guru memastikan kesiapan siswa dalam belajar, agar stimulus yang diberikan dapat diterima baik oleh siswa dan memunculkan respon yang diinginkan. Stimulus yang diberikan hendaknya sering diulang agar hubungan stimulus respon semakin kuat salah satunya dengan memberikan latihan ataupun penekanan konsep oleh guru. Selain itu, hubungan ini juga dapat diperkuat dengan memberikan penghargaan kepada siswa. Sehingga menimbulkan kepuasan bagi mereka]]>
<![CDATA[The Social Learning Theory Albert Bandura for Elementary School Students ]]>
<![CDATA[Amsari, Dina]]>;
<![CDATA[Wahyuni, Etri]]>;
<![CDATA[Fadhilaturrahmi, Fadhilaturrahmi]]>
<![CDATA[ Jurnal Basicedu Vol. 8 No. 2 (2024) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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Check in Google Scholar
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DOI: 10.31004/basicedu.v8i2.7247
<![CDATA[Learning is a process of interaction between individuals and the environment and is displayed in the form of desired behavioral changes. Learning in schools must be able to bridge the knowledge that students already have with the new knowledge that will be built. This research discusses how Albert Bandura's social learning theory emphasizes the importance of elementary school students in processing their own knowledge obtained from observing models in their environment. This learning theory can be implemented in learning with the assumption that learning can be through observation, learning is an internal process that is reflected in behavior, learning is a reciprocal influence between environmental variables, behavior and individuals, and behavior is goal-oriented and self-regulated. This provides an understanding that learning is the result of students' ability to interpret knowledge or information, interpret a model that is imitated, then process it cognitively and determine actions according to the desired goals. Students are encouraged to think critically and creatively to analyze problems and find alternative solutions to problems.]]>
<![CDATA[Peningkatan Hasil Belajar Peserta Didik pada Pembelajaran Pendidikan Pancasila Menggunakan Model Cooperative Learning Tipe Scramble di Kelas V SDN 13 Guguak Randah Kabupaten Agam ]]>
<![CDATA[Putri, Silva Rahma]]>;
<![CDATA[Waldi, Atri]]>;
<![CDATA[Amsari, Dina]]>;
<![CDATA[Reinita, Reinita]]>
<![CDATA[ Indo-MathEdu Intellectuals Journal Vol. 6 No. 1 (2025): Indo-MathEdu Intellectuals Journal ]]>
Publisher : <![CDATA[Lembaga Intelektual Muda (LIM) Maluku ]]>
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DOI: 10.54373/imeij.v6i1.2716
<![CDATA[This research aims to describe the improvement in student learning outcomes using the scramble type cooperative learning model in the Pancasila Education subject class V at SDN 13 Guguak Randah Agam District. This research is Classroom Action Research (PTK) using a qualitative and quantitative approach carried out in two cycles. The subjects in this research were 20 class V students at SDN 13 Guguak Randah in the January-June semester of the 2024/2025 academic year. Research data consists of the results of observations of teaching modules, results of observations of teacher and student activities, as well as student learning outcomes using the Scramble type cooperative model. Data collection techniques use observation or observation, test and non-test. The data was analyzed in a quantitative descriptive manner. The results showed improvement in various aspects. The teaching module increased from 87, %(Good) in cycle I to 97% (Very Good) in cycle II. Teacher activity increased from 83,5% (Good) to 96% (Very Good), while learner activity increased from 83,5% (Good) to 96% (Very Good). The learning outcomes of students also increased, with an average score from 76,9 (enough) in cycle I to 91,3 (Very Good) in cycle II. It can be concluded that the Scramble type Cooperative Learning model can improve student learning outcomes in class V Pancasila Education subjects at SDN 13 Guguak Randah, Agam District. ]]>
<![CDATA[Students' Problem-Solving Skills through the Modified Triangle Method with Contextual Teaching and Learning ]]>
<![CDATA[Amsari, Dina]]>;
<![CDATA[Syam, Salmaini Safitri]]>;
<![CDATA[Suciana, Fadila]]>
<![CDATA[ Brillo Journal Vol 4 No 2 (2025): Technology Integration and Digital Transformation in Mathematics Education ]]>
Publisher : <![CDATA[S&Co Publishing ]]>
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DOI: 10.56773/bj.v4i2.65
<![CDATA[This research was motivated by the low level of students' problem-solving ability in mathematics learning, especially based on real-world problems. The main cause is that students still have problems in understanding the meaning and finding the core of the given problem. The objectives of this study to determine the modified Triangle Method (TM) with Contextual Teaching and Learning (CTL) to improv students' ability in problem-solving and also its interaction with prior knowledge. This type of research is experimental design with a sample of 69 students grade VIII in West Sumatera, Indonesia. The data were obtained by giving the test, which was evaluated by t-test and two-way ANOVA. Based on the result test, obtained a t-value of 4.488 with the Sig.=0.000<0.05= α. It can be concluded that the modified of TM and CTL can improve students' problem-solving ability. Meanwhile, the interaction test obtained Sig.0.467>0.05=α. In other words, there is no interaction between CTL and students' prior knowledge of problem-solving skills. It means that TM and CTL can be used for students with high and low prior knowledge to improve students' problem-solving skills.]]>
