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All Journal JURNAL PENDIDIKAN DAN KEGURUAN ENTINAS: Jurnal Pendidikan dan Teknologi Pembelajaran JIP: Jurnal Ilmu Pendidikan
Mutazam
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Education Mathematics Other

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PENGARUH MODEL COOPERATIVE LEARNING TIPE NUMBERED HEAD TOGETHER TERHADAP HASIL BELAJAR SISWA PADA MATERI MACAM-MACAM SUJUD DI KELAS VIIIB SMPS IT SULTHONIYAH SAMBAS Ari Laso; Eliyah; Mutazam
ENTINAS: Jurnal Pendidikan dan Teknologi Pembelajaran Vol. 3 No. 1 (2025): In Press JANUARI-JUNI
Publisher : CV. ADIBA AISHA AMIRA

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The objectives of this research are to reveal: 1) Student learning outcomes on the topic of various types of prostrations in class VIII B of SMPS IT Sulthoniyah Sambas before implementing the Cooperative Learning model of the Numbered Head Together (NHT) type in the 2023/2024 academic year; 2) Student learning outcomes after using the NHT model; and 3) The influence of the NHT model on student learning outcomes in class VIII B on the topic of various types of prostrations at SMPS IT Sulthoniyah Sambas in the 2023/2024 academic year. This study used a quantitative approach with a comparative type and a Quasi-Experimental design. The population consisted of 58 students, and the sample was selected using purposive sampling. Data collection techniques included observation, tests, and documentation. Data analysis involved validity tests, reliability tests, normality tests, homogeneity tests, independent samples tests, and paired samples tests. The results showed: 1) Pre-test results showed a mean score of 69.71 in the experimental class and 69.14 in the control class, with a Sig 2-tailed value of 0.859 > 0.05, indicating no significant difference before treatment; 2) Post-test results showed a higher mean score of 82.43 in the experimental class compared to 74.43 in the control class, with a Sig 2-tailed value of 0.006 < 0.05, indicating a significant difference after treatment; 3) Paired Samples Test results showed a significant value of 0.000 < 0.05, indicating a significant influence of the NHT model on student learning outcomes.
MENINGKATKAN KEMAMPUAN REPRESENTASI MATEMATIS MELALUI PENERAPAN MODEL PROBLEM BASED LEARNING (PBL) MAHASISWA TADRIS MATEMATIKA Mutazam
JURNAL PENDIDIKAN DAN KEGURUAN Vol. 2 No. 3 (2024): Maret
Publisher : CV. ADIBA AISHA AMIRA

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Based on the early observation and test results of mathematical representation ability , it is shown that the ability of mathematical representation of the students was still low so that it needed to be improved. In this case, Problem Based Learning (PBL) model could be one of the alternatives in implementing mathematics learning in the class. PBL model consists of five phases which are students’ orientation on the problem, organizing the students to study, guiding students’ experiences, developing and presenting attainments, and also, analyzing and evaluating problem solving process. Each phase could improve students’ mathematical representation ability in the learning. PBL model implementation in the learning. This research is a classroom action research that implemented in three cycles. Students were given a quiz as the final test in every cycle to measure their mathematical representation ability. The result shows that mathematics learning using the PBL model could improve students’ mathematical representation ability. It is shown by the improvement of average score of mathematical representation ability and the presentation of quantity of students who reach Minimum Learning Mastery Standard in each cycle.
ANALISIS KEMAMPUAN BERPIKIR KREATIF MATEMATIS MAHASISWA PGMI PADA MATERI DIMENSI TIGA DI INSTITUT AGAMA ISLAM SULTAN MUHAMMAD SYAFIUDDIN SAMBAS Mutazam
JIP: Jurnal Ilmu Pendidikan Vol. 2 No. 3 (2024): Maret
Publisher : CV. Adiba Aisha Amira

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The purpose of this study was to analyze the mathematical creative thinking abilities of PGMI students on thespace building material in IAIS Sambasi. The method of this research was descriptive method in the form of observation. The subject of this research was PGMI students. The results showed that 48,5% of students answered the questionsaccording to the Fluency indicator and they were categorized as low, 45% of the students answered the questionsaccordingto the Flexibility indicator and they were categorized low, 44,5% of the students answered the questions accordingto the Originality indicator and they were categorized as low, and 46,5% of the students answered the questions according to the Elaboration indicator and they categorized as low.
Co-Authors Ari Laso Eliyah