Articles
<![CDATA[Karakteristik Mata Pelajaran IPS ]]>
<![CDATA[Sri Maharani]]>;
<![CDATA[Rora Rizki Wandini]]>
<![CDATA[ JURNAL EDUKASI NONFORMAL Vol 4 No 1 (2023): Jurnal Edukasi Nonformal ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Enrekang ]]>
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<![CDATA[Ilmu Pengetahuan Sosial (IPS) adalah salah satunya mata pelajaran yang diajarkan dari SD/MI/SDLB sampai SMP/MTs/SMPLB. IPS mencermati setiap klaim, fakta, asumsi, dan generalisasi yang berkaitan dengan suatu persoalan sosial. Geografi, Sejarah, Sosiologi, dan Ekonomi semuanya tercakup dalam kurikulum IPS SMP/MTs. Melalui kurikulum IPS, siswa didorong untuk menjadi warga negara Indonesia yang terlibat, berempati, dan sadar politik serta warga dunia yang cinta damai. Metode yang digunakan dalam penelitian ini adalah analisis sastra atau pendekatan kajian pustaka. Bidang studi IPS mencakup mata pelajaran antara lain IPA, matematika, dan bahasa Indonesia. Akibatnya, IPS sebagai bidang studi memiliki kurikulum yang sangat menantang. Bidang garapannya mencakup pelanggaran hak asasi manusia dan masalah kehidupan sehari-hari bagi masyarakat umum. Tekanan yang diajarkan oleh IPS diliputi masalah dan masalah.]]>
<![CDATA[Gaya Belajar Siswa Kelas III Dalam Pembelajaran Tematik (Studi Kasus Di Madrasah Ibtidaiyah Islamic Center) ]]>
<![CDATA[Izzatunnisa Izzatunnisa]]>;
<![CDATA[Chalijah Adha]]>;
<![CDATA[Rora Rizki Wandini]]>
<![CDATA[ Jurnal Ilmiah Wahana Pendidikan Vol 9 No 16 (2023): Jurnal Ilmiah Wahana Pendidikan ]]>
Publisher : <![CDATA[Peneliti.net ]]>
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DOI: 10.5281/zenodo.8246079
<![CDATA[Setiap siswa memiliki gaya belajar yang berbeda-beda satu sama lainnya. Gaya belajar ini dapat memberikan hasil yang baik jika tepat pelaksanaannya, namun ada juga yang buruk terhadap hasil belajar siswa. Tujuan dari penelitian ini adalah untuk mengetahui pengaruh gaya belajar siswa Kelas III terhadap hasil belajar tematik di MI Islamic Center Medan, Sumatera Utara. Metode penelitian yang digunakan adalah deskriptif kualitatif dengan instrument penelitian observasi, wawancara, dan angket. Hasil penelitian menunjukkan bahwa siswa kelas III MI Islamic Center dalam pembelajaran tematik memiliki gaya belajar visual, auditorial, dan kinestik, serta memiliki hasil belajar yang berbeda walaupun gaya belajar yang dimiliki sama. Berdasarkan penelitian yang telah dilakukan, disarankan kepada guru kelas supaya memiliki metode pembelajaran yang lebih bervariasi untuk meningkatkan pemahaman siswa dan hasil belajar siswa.]]>
<![CDATA[Miskonsepsi Materi Bangun Ruang di PGMI 3 UIN Sumatera Utara ]]>
<![CDATA[Novia Rahmadani Harahap]]>;
<![CDATA[Rora Rizki Wandini]]>
<![CDATA[ TUTURAN: Jurnal Ilmu Komunikasi, Sosial dan Humaniora Vol. 2 No. 1 (2024): Februari: TUTURAN: Jurnal Ilmu Komunikasi, Sosial dan Humaniora ]]>
Publisher : <![CDATA[Institut Nalanda ]]>
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DOI: 10.47861/tuturan.v2i1.709
<![CDATA[This research aims to analyze misconceptions about spatial construction materials at PGMI 3 UIN Sumatra Utara, with a focus on problems that arise in spatial construction materials. The method used in this research was interviews given to 20 students of PGMI 3 UIN North Sumatra. The research results revealed that the majority of respondents had misconceptions regarding understanding spatial building material. In order to overcome this misconception, it is necessary to take a more in-depth learning approach to improve students’ understanding of spatial construction material. Appropriate teaching steps and more intensive practice. This research provides important insights for the development of more effective teaching methods in overcoming misconceptions in spatial material.]]>
<![CDATA[Miskonsepsi Pemahaman Materi Bangun Datar Dengan Penerapan Teori Polya di PGMI 3 UINSU ]]>
<![CDATA[Nurhafizah Nurhafizah]]>;
<![CDATA[Rora Rizki Wandini]]>
<![CDATA[ Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika Vol. 2 No. 1 (2024): Februari : Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika ]]>
Publisher : <![CDATA[Asosiasi Riset Ilmu Pendidikan Indonesia ]]>
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DOI: 10.61132/arjuna.v2i1.520
<![CDATA[Students' lack of understanding of a concept is usually called a misconception. This research aims to determine misconceptions about understanding plane material by applying polya theory at PGMI 3 State Islamic University of North Sumatra. The subjects in this research were 4 PGMI 3 UINSU students. The type of research used is qualitative descriptive research. Data collection in this research was carried out using observation and test methods. The results of the research showed that there were student misconceptions in working on plane material problems with the application of polya theory, including: misconceptions about signs and misconceptions about work procedures. This misconception occurs because students are not careful and do not understand the concepts in working on flat shapes using polya theory.]]>
<![CDATA[Miskonsepsi Pemahaman Materi Bangun Datar dengan Penerapan Teori Polya di PGMI 3 UIN Sumatera Utara ]]>
<![CDATA[Yunita Azhari]]>;
<![CDATA[Rora Rizki Wandini]]>
<![CDATA[ Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika Vol. 2 No. 1 (2024): Februari : Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika ]]>
Publisher : <![CDATA[Asosiasi Riset Ilmu Pendidikan Indonesia ]]>
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DOI: 10.61132/arjuna.v2i1.521
<![CDATA[Misconceptions are misunderstandings in understanding mathematical concepts. Mathematics misconceptions are still experienced by many students in tertiary institutions. The aim of this research was to analyze errors in understanding questions about Flat Figures by applying Polya Theory. Polya's theory consists of 4 steps, namely understanding the problem, planning, implementing and assessing. This type of assessment is descriptive qualitative research. This research was conducted on PGMI 3 students by taking 6 students as research subjects. The supporting instruments in this research are a 2-item ability test about Flat Figures, observation and interviews. The results of this research indicate that there are misconceptions that occur in understanding Flat Figure problems by applying Polya Theory, namely that out of 6 students there are 4 people who experience misconceptions. Factors that cause students to experience misconceptions include internal and external factors. Internal factors include students not writing down notations/symbols, and students' lack of understanding of the steps of polya theory. Meanwhile, the external factor is that students have too many outside activities so they don't focus on working on plane shape questions given by the teacher and there is a lack of motivation for students to work on plane shape questions.]]>
<![CDATA[Miskonsepsi Pengerjaan Operasi Deret Aritmatika di PGMI-3 UIN Sumatera Utara ]]>
<![CDATA[Khoiriah Marta Parapat]]>;
<![CDATA[Rora Rizki Wandini]]>
<![CDATA[ Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika Vol. 2 No. 1 (2024): Februari : Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika ]]>
Publisher : <![CDATA[Asosiasi Riset Ilmu Pendidikan Indonesia ]]>
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DOI: 10.61132/arjuna.v2i1.523
<![CDATA[Misconceptions are misunderstandings or inequalities in solving mathematics learning problems by understanding concepts that are in accordance with mathematical rules or scientists' concepts. This journal aims to find out misconceptions about teaching arithmetic series that occur among students based on misconception indicators. The method used in this writing is qualitative-descriptive. There were 18 research subjects carried out at PGMI 3 UIN North Sumatra. There are often or still are some students who experience misconceptions about arithmetic series material, both from conceptual, strategic and systematic misconceptions, but in translation there are no more misconceptions. The data collection techniques used were observation and questionnaire questions. The results of the analysis that has been carried out are that in the process of learning arithmetic series, there are still some misconceptions among students due to a lack of understanding of the concept and not being careful in determining strategies for arithmetic series material, resulting in errors in solving problems.]]>
<![CDATA[Miskonsepsi Pengerjaan Operasi Deret Aritmatika di Pgmi-3 Universitas Islam Negeri Sumatera Utara ]]>
<![CDATA[Fenika Ardiyani]]>;
<![CDATA[Rora Rizki Wandini]]>
<![CDATA[ Perspektif : Jurnal Pendidikan dan Ilmu Bahasa Vol. 2 No. 1 (2024): Maret : Perspektif: Jurnal Pendidikan dan Ilmu Bahasa ]]>
Publisher : <![CDATA[STAI YPIQ BAUBAU, SULAWESI TENGGARA ]]>
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DOI: 10.59059/perspektif.v2i1.923
<![CDATA[This study aims to identify misconceptions that may occur in working on arithmetic series operations among PGMI-3 students at UIN North Sumatra. Arithmetic series are an important topic in mathematics that is often used in various scientific contexts. However, misconceptions in understanding and performing arithmetic series operations can be an obstacle to strong understanding and problem-solving abilities. This research uses survey and test methods to identify misconceptions that generally arise when PGMI-3 students work on arithmetic series operations. The research results show that there are several misconceptions involving understanding the general formula for arithmetic series, calculating the nth term, and adding terms in a series. Most of these misconceptions are related to an inaccurate understanding of the basic concepts of arithmetic series. This study also attempts to identify factors that may contribute to these misconceptions, including teaching methods, teaching materials, and students' educational background. The results provide important insights for the development of curricula and teaching approaches that are more effective in understanding arithmetic series operations. With a better understanding of the misconceptions that may arise in working on arithmetic series operations, appropriate action can be taken to overcome this problem and help PGMI-3 students at UIN North Sumatra develop a better understanding of mathematics. This research also has implications in the broader context of mathematics education in Indonesia.]]>
<![CDATA[Miskonsepsi Pemahaman Materi Bangun Datar dengan Penerapan Teori Polya di PGMI 3 ]]>
<![CDATA[Agilia Febriani]]>;
<![CDATA[Rora Rizki Wandini]]>
<![CDATA[ Perspektif : Jurnal Pendidikan dan Ilmu Bahasa Vol. 2 No. 1 (2024): Maret : Perspektif: Jurnal Pendidikan dan Ilmu Bahasa ]]>
Publisher : <![CDATA[STAI YPIQ BAUBAU, SULAWESI TENGGARA ]]>
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DOI: 10.59059/perspektif.v2i1.925
<![CDATA[This research aims to 1) analyze students' problem solving abilities in solving story problems based on polya stages in plane material in the PGMI 3 class at UIN North Sumatra, 2) find out how to improve students' problem solving abilities in solving story problems based on polya stages. This research uses a qualitative descriptive research type. Data collection in this research was carried out by means of written tests, interviews and documentation. Subjects were taken in this research using purposive sampling technique. Interviews were conducted with research subjects and class teachers. The research results obtained were that students with low abilities were quite capable of goingthrough the stages of understanding the problem and preparing a solution plan. Students with moderate abilities are able to go through the stages of understanding the problem, preparing a solution plan, and implementing the solution plan. Meanwhile, students with high abilities are able to go through all stages of Polya problem solving.]]>
<![CDATA[Miskonsepsi Pengerjaan Operasi Deret Aritmatika PGMI 3 UIN Sumatera Utara ]]>
<![CDATA[Nabila Ulkhaira]]>;
<![CDATA[Rora Rizki Wandini]]>
<![CDATA[ Perspektif : Jurnal Pendidikan dan Ilmu Bahasa Vol. 2 No. 1 (2024): Maret : Perspektif: Jurnal Pendidikan dan Ilmu Bahasa ]]>
Publisher : <![CDATA[STAI YPIQ BAUBAU, SULAWESI TENGGARA ]]>
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DOI: 10.59059/perspektif.v2i1.934
<![CDATA[This article analyzes the misconceptions in carrying out arithmetic series operations that occur among students in the PGMI 3 class at UIN North Sumatra. The method used in this research is descriptive qualitative with an observation approach and written tests. Regarding the problem formulation in this research, namely (1) what misconceptions about working on arithmetic series operations occur among PGMI 3 UIN North Sumatra students; (2) how can misconceptions about working on arithmetic series operations be detected among PGMI 3 UIN North Sumatra students; and (3) how many PGMI 3 UIN North Sumatra students are classified as understanding or not understanding the concept of working on arithmetic series operations. Regarding the research results, it shows that (1) misconceptions about working on arithmetic series operations can occur because students have low memory, understanding and accuracy; (2) misconceptions about working on arithmetic series operations can be detected because there are different answers between students; (3) the number of students who are classified as understanding the concept of working on arithmetic series operations is around 47% and students who do not understand the concept of working on arithmetic series operations is around 52%.]]>
<![CDATA[Miskonsepsi Pengerjaan Operasi Deret Aritmatika di PGMI 3 UIN Sumatera Utara ]]>
<![CDATA[Namira Sazkia]]>;
<![CDATA[Rora Rizki Wandini]]>
<![CDATA[ Al-Tarbiyah : Jurnal Ilmu Pendidikan Islam Vol. 2 No. 2 (2024): April: Al-Tarbiyah: Jurnal Ilmu Pendidikan Islam ]]>
Publisher : <![CDATA[STAI YPIQ BAUBAU, SULAWESI TENGGARA ]]>
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DOI: 10.59059/al-tarbiyah.v2i2.977
<![CDATA[Misconceptions are concepts that are not relevant to scientific understanding accepted by experts in the field concerned and can cause difficulties in understanding material. The aim of this research is to examine the results of misconception analysis in working on arithmetic series operations at PGMI 3 UIN North Sumatra. This research uses survey and test methods to identify misconceptions that generally arise when PGMI-3 students work on arithmetic series operations. The research results show that there are several misconceptions involving understanding the general formula for arithmetic series, calculating the nth term, and adding terms in a series. Most of these misconceptions are related to inaccurate understanding and lack of focus on the basic concepts of arithmetic series. The type of error that many students make is an error in determining a formula with an error percentage of 20.49% and the error being made is an error in the final result determined, with an error percentage of 17.93%. Of the 39 students, there were 24 students who answered the questions correctly and well and there were 15 students who made different mistakes.]]>
