Article Per Year (5 Year)
p-Index From 2020 - 2025
0.408
P-Index
This Author published in this journals
All Journal Tesseract: International Journal of Geometry and Applied Mathematics
Pandega, Siwi Nur
Unknown Affiliation
Mathematics Social Sciences

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

Found 2 Documents
Search

 1 
THE EFFECT OF THE STAD LEARNING MODEL WITH THE RME APPROACH ON THE MATHEMATICAL REASONING ABILITY OF JUNIOR HIGH SCHOOL STUDENTS FLAT SIDE SPACE BUILDING MATERIALS Pandega, Siwi Nur; Hendrastuti, Zuida Ratih; ‘Adna, Syita Fatih
Tesseract: International Journal of Geometry and Applied Mathematics Vol. 2 No. 2 (2024): Tesseract: International Journal of Geometry and Applied Mathematics
Publisher : Nindikayla Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57254/tess.v2i2.34

Abstract

This study aims to analyze the classical mastery of mathematical reasoning abilities in the STAD learning model with the RME approach and the direct learning model. Another goal is to analyze the comparison of mathematical reasoning abilities with the STAD learning model and the RME approach with the direct learning model. This is a quantitative study with a quasi-experimental design in the form of a posttest-only control design. The population is class VIII students of SMPN 3 Mertoyudan. Using the cluster random sampling technique, two classes were obtained as research samples, with class VIII C consisting of 32 students as the experimental class and class VIII D consisting of 26 students as the control class. The data analysis technique used is the Z test and the independent sample T test. The test results with the Z test, in the experimental class and control class, is accepted, meaning that the two classes have completed classically. The test results with the T test in both classes, obtained    then is rejected meaning that there is a difference in the mathematical reasoning abilities of the experimental class and control class students. After further analysis, the average value of the experimental class was while the average value of the control class was. Based on the results of the study, it can be concluded that: 1) the mathematical reasoning abilities of students who apply the STAD learning model with the RME approach achieve classical mastery; 2) the mathematical reasoning abilities of students who apply direct learning models achieve classical mastery; and 3) the mathematical reasoning abilities of students who apply the STAD learning model with the RME approach are better than students who apply the direct learning model.
IDENTIFICATION OF ONLINE-BASED MATHEMATICS LEARNING PROCESS REVIEWED FROM JUNIOR HIGH SCHOOL STUDENT LEARNING OUTCOMES Pandega, Siwi Nur; Isnaeni, Nadia; Yanti, Fitri Dwi; Rizkiani, Rizka; Pramesthi, Dewi; Rahmawati, Fadhilah
Tesseract: International Journal of Geometry and Applied Mathematics Vol. 2 No. 2 (2024): Tesseract: International Journal of Geometry and Applied Mathematics
Publisher : Nindikayla Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57254/tess.v2i2.35

Abstract

This study aims to describe the identification of the mathematics learning process in junior high school students during online learning in terms of learning outcomes.  This study uses a qualitative descriptive approach.  The data analysis technique used a questionnaire with google forms and a comparison of student scores during online learning and before online learning.  The subjects of this study were students of grade 8 SMP Eka Sakti Semarang.  The number of students was 67 people from two different classes.  The results show that online learning is considered to be the solution for teaching and learning activities to continue in the midst of this pandemic.  Based on the results of data analysis, it can be concluded that the online-based mathematics learning process of junior high school students using Google Classroom includes three stages, namely the preliminary stage in the form of learning preparation, the core stage in the form of learning methods, and the evaluation stage in the form of learning outcomes for students.  Student learning outcomes before face-to-face online learning were higher than when learning online using Google Classroom.  The cause of low online learning outcomes is because when online applications are too complex students are unable to learn mathematics optimally, as well as when there is a lot of data that must be conveyed but internet or network access becomes slow, of course this will interfere with student activities.
Co-Authors Fadhilah Rahmawati Isnaeni, Nadia Pramesthi, Dewi Rizkiani, Rizka Yanti, Fitri Dwi Zuida Ratih Hendrastuti ‘Adna, Syita Fatih