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Padang, Batas Kaliropan
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SARANA DAN PRASARANA PENDUKUNG PELAYANAN BK PADA JENJANG PENDIDIKAN SMA/MA Aninditha, Jauzha; Padang, Batas Kaliropan; Lainatussyifah, Putri; Pramita, Desy
Algebra : Jurnal Pendidikan, Sosial dan Sains Vol 2 No 3 (2022): ALGEBRA : JURNAL PENDIDIKAN, SOSIAL DAN SAINS
Publisher : Yayasan Amanah Nur Aman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58432/algebra.v2i3.572

Abstract

ABSTRAK Pelaksanaan bimbingan dan konseling diharapkan mampu berjalan secara efektif dan efesien hal ini mempertimbangkan peran yang sangat penting dalam membantu setiap lembaga pendidikan di Indonesia membentuk karakter setiap perserta didik yang merupakan generasi bangsa kita. Dengan demikian itu perlu diperhatikan aspek-aspek yang mendukung kelancaran proses berjalannya kegiatan bimbingan dan koseling disekolah. Sarana dan prasaran merupakan bagian penting yang sangat dibutuhkan oleh tenaga ahli guna menjalankan tugas penting bimbingan dan konseling sehingga pemafaatan sumberdaya perlu diperhatikan sesuai dengan nilai yang dapat menjadi ukuran yaitu standar minimal sarana dan prasarana yang dimiliki selama proses bimbingan dan konseling memberikan bantuan dan pelayanan kepala peserta didik maupun orang-orang yang membutuhkannya di lembaga pendidikan di Indonesia. Kata Kunci : Sarana prasarana; pelayanan bk pada jenjang pendidikan sma.   ABSTRACT The implementation of guidance and counseling is expected to be able to run effectively and efficiently, this takes into account the very important role in helping every educational institution in Indonesia shape the character of each student who is the generation of our nation. Thus it is necessary to pay attention to the aspects that support the smooth running of the process of running guidance and coordination activities in schools. Facilities and infrastructure are an important part that is needed by experts to carry out the important task of guidance and counseling so that the use of resources needs to be considered in accordance with the value that can be a measure, namely the minimum standard of facilities and infrastructure owned during the guidance and counseling process providing assistance and services to the heads of students and people who need them in educational institutions in Indonesia. Keywords: Infrastructure; bk services at the high school education level.
Perbedaan Kemampuan Komunikasi Matematis dan Kemampuan Pemecahan Masalah Matematis Siswa antara Pembelajaran Kooperatif Tipe Student Team Achievment Division dan Pembelajaran Kooperatif Think Pair Share di SMP Nurul Hadina Patumbak Padang, Batas Kaliropan; Lubis, Mara Samin; Hasanah, Rusi Ulfa
Educational Journal Vol. 1 No. 4 (2026): MAY-JULY
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/j5frsv86

Abstract

This study aims to determine the differences in mathematical communication ability and mathematical problem-solving ability of students taught using cooperative learning models of the Student Team Achievement Division (STAD) type and Think Pair Share (TPS) type at SMP Nurul Hadina Patumbak. The background of this research is based on the low levels of students’ mathematical communication and problem-solving abilities, caused by the dominance of conventional teaching methods that have not provided students with sufficient opportunities to participate actively in the learning process. This study employed a quantitative approach using a Quasi-Experimental Design with a Non-Equivalent Control Group Design. The study population consisted of all eighth-grade students of SMP YPI Nurul Hadina Patumbak in the 2025/2026 academic year, comprising two classes. Samples were selected using purposive sampling, namely class VIII A (22 students) as Experimental Group I receiving the STAD learning model, and class VIII B (24 students) as Experimental Group II receiving the TPS learning model. The research instrument consisted of essay tests in the form of pretests and posttests to measure mathematical communication ability and mathematical problem-solving ability. Data were analyzed using the Independent Samples t-test and MANOVA with SPSS version 26.0, preceded by normality (ShapiroWilk) and homogeneity (Levene’s Test) prerequisite tests. The results showed that the mean posttest score for mathematical communication ability in the STAD class was 82.27 compared to 78.75 in the TPS class, while the mean posttest score for mathematical problem-solving ability in the STAD class was 84.09 compared to 80.21 in the TPS class. The independent t-test revealed significant differences in mathematical communication ability (t = 2.847; sig. = 0.007) and mathematical problem-solving ability (t = 3.124; sig. = 0.003) between the two classes. The MANOVA results also confirmed a significant simultaneous difference on both dependent variables (F = 7.084; sig. = 0.002). The N-Gain score of the STAD class (0.60) was higher than that of the TPS class (0.52), although both fell within the moderate category. Therefore, it can be concluded that the STAD cooperative learning model is more effective than the TPS model in improving the mathematical communication and problemsolving abilities of eighth-grade students at SMP Nurul Hadina Patumbak.
Co-Authors Aninditha, Jauzha Lainatussyifah, Putri Mara Samin Lubis, Mara Samin Pramita, Desy Rusi Ulfa Hasanah