Article Per Year (5 Year)
p-Index From 2021 - 2026
5.251
P-Index
This Author published in this journals
All Journal JPMS (Jurnal Pendidikan Matematika dan Sains) EKSAKTA : Jurnal Penelitian dan Pembelajaran MIPA JURNAL EKSAKTA PENDIDIKAN (JEP) PeTeKa JURNAL MathEdu (Mathematic Education Journal) Minda Baharu Jurnal Pendidikan dan Konseling Edumatika Komunita: Jurnal Pengabdian dan Pemberdayaan Masyarakat Jurnal Hasil Penelitian dan Pengembangan (JHPP) Jurnal Pengabdian Kepada Masyarakat Radisi Jurnal KALANDRA Jurnal Cermatika Jurnal Cermatika
Yuni Rhamayanti
Universitas Graha Nusantara
Religion Agriculture, Biological Sciences & Forestry Humanities Automotive Engineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

Published : 41 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 41 Documents
Search

 1   2   3   4   5 
Pelatihan Pembelajaran Kolaboratif Jumping Task Berbasis Bahasa Matematis Tapsel Untuk Meningkatkan Kompetensi 6C Abad 21 Siswa SD Negeri 100601 Pintu Padang Rhamayanti, Yuni; Nida Siregar, Rama; Khomeni, Ayathollah; Hammamah Harahap, Haritsah
KOMUNITA: Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol 3 No 2 (2024): Agustus
Publisher : PELITA NUSA TENGGARA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60004/komunita.v3i2.108

Abstract

Collaborative Learning Training of Jumping Task Technique Based on Tapsel Mathematical Language to Improve 21st Century 6C Competencies of Elementary School Students 100601 Pintu Padang. The partners of this community service activity are 22 students of grade V of SD Negeri 100601 Pintu Padang. The partner's problems are as follows: 1) minimal school facilities, 2) students' difficulties in understanding mathematics, 3) low interest in learning mathematics, 4) students' perspectives that consider mathematics as a difficult and boring lesson, 5) low ability and skills of some teachers in presenting teaching materials as interestingly as possible, and 6) limited economic conditions for students to participate in tutoring, 7) Low Competence 6 C, 8) the need to use student language that is based on the experience of the Batak language of Tapsel. To address these issues, we are interested in holding community service activities (PKM) in the field of educational services, namely the Tapsel Mathematical Language-Based Jumping Task Technique Collaborative Learning Training which is considered appropriate for 21st century thinking and is oriented towards students helping students face and solve difficulties in 6C competency questions, namely as facilitators, motivators, innovators, evaluators, as well as educators and mentors in learning simulations discussing 6C competency questions. The method offered to improve 21st century 6C competencies to support the realization of PKM that will be implemented on students is the Tapsel Mathematical Language-Based Jumping Task Technique Collaborative Learning training. Jumping Task is a high-level question or assignment presented using Tapsel mathematical language to develop high-level thinking skills. Meanwhile, the approach used during the implementation of this PKM activity uses a service learning approach aimed at overcoming problems faced by partners and fulfilling practical needs required by students.
PENGARUH MODEL DISCOVERY LEARNING TERHADAP HASIL BELAJAR SISWA ., Rayana; Rhamayanti, Yuni; Harahap, Adek Nilasari
JURNAL MathEdu (Mathematic Education Journal) Vol 7 No 2 (2024): JURNAL MathEdu (Mathematic Education Journal) Juli 2024
Publisher : Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/mathedu.v7i2.6241

Abstract

The aim of this research is to determine the effect of the discovery learning model on the mathematics learning outcomes of class VIII students at SMP Negeri 1 Marancar, Algebra Operations Material. This type of research is quasi-experimental research. The research population was all students of class VIII odd semester of SMP Negeri 1 Marancar TP. 2023/2024 which consists of 2 classrooms totaling 42 class VIII students. The control class is class VIII-1 and the experimental class is class VIII-2. The normality test value for the control class is 0.038˃0.05, meaning it is normally distributed. Then for the experimental (treatment) class, the calculated L value was 0.392 ˃ 0.05, meaning it was normally distributed. So it can be concluded that the data distribution in this study is normally distributed. Meanwhile, the homogeneity result is a significance value of 0.209˃0.05. This means that it can be concluded that the data distribution for the control class and experimental class has homogeneous data conditions. Furthermore, the tests carried out showed that there was an influence of the discovery learning model on the mathematics learning outcomes of class VIII students at SMP Negeri 1 Marancar. Based on this table, the Sig value can be seen. (2-Tailed) is 0.894˃ of 0.05. So Ho is rejected and Ha is accepted. This means that there is an influence of the discovery learning model on the mathematics learning outcomes of class VIII students at SMP Negeri 1 Marancar. Keywords— Discovery Learning, Learning Outcomes, Algebra
APLIKASI MANJAHA MANGETONG : INOVASI BIMBINGAN BELAJAR JARAK JAUH MENGGUNAKAN BANK SOAL UNTUK PENINGKATAN LITERASI NUMERASI DAN BERPIKIR KOMPUTASI Rhamayanti, Yuni; Alwendi, Alwendi; Nasution, Eni Sumanti
MINDA BAHARU Vol 8, No 2 (2024): Minda Baharu
Publisher : Universitas Riau Kepulauan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33373/jmb.v8i2.6957

Abstract

Permasalahan mitra dari kegiatan pengabdian masyarakat adalah mitra kurang dalam literasi numerasi dan berpikir komputasi, disebabkan media pembelajaran belum menggunakan teknologi digital dan adanya pembelajaran secara langsung di depan kelas sehingga waktu dibutuhkan sangat lama mengakibatkan materi yang dibahas hanya sedikit. Adapun solusi yang ditawarkan kepada mitra yaitu dengan aplikasi manjaha mangetong melalui pembelajaran jarak jauh. Tujuan dari pengabdian ini adalah melalui pembelajaran jarak jauh dalam menggunakan aplikasi manjaha mangetong dapat meningkatkan literasi numerasi dan berpikir komputasi. Metode pelaksanaan kegiatan pendampingan terdiri dari 6 tahap yaitu tahap perencanaan melalui perancangan aplikasi dan instrumen, tahap sosialisasi memberika arahan kepada mitra pentingnya aplikasi ini, tahap pelatihan melakukan sosialisasi penggunaan aplikasi manjaha mangetong, tahap penerapan teknologi dilakukan melalui aplikasi manajaha mangetong dan pembelajaran jarak jauh, tahap pendampingan evaluasi melalui penyebaran angket dan wawancara, tahap keberlanjutan melakukan evaluasi dan monitoring terhadap kegiatan ini. Hasil dari kegiatan ini diperoleh dengan menggunakanan aplikasi manjaha mangetong meningkatkan literasi numerasi dan berpikir komputasi siswa hal ini dapat dilihat bahwa guru dan siswa mampu menggunakan aplikasi ini dengan sangat baik. Kegiatan dalam pengabdian masyarakat ini diharapkan melalui aplikasi manjaha mangetong siswa lebih mandiri dalam membahas bank soal secara jarak jauh sehingga lebih hemat waktu dan mudah mempelajari materi.
PENGARUH PENERAPAN PMR TERHADAP PENINGKATAN KEMAMPUAN KOMUNIKASI DAN RESPON SISWA SMP PADANGSIDIMPUAN yuni rhamayanti; robi nastain; mhd fahmi lubis
Jurnal Cermatika Vol. 1 No. 2 (2021): JURNAL CERMATIKA, VOLUME 1, NOMOR 2, OKTOBER 2021
Publisher : Program Studi Matematika Universitas Graha Nusantara Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

SMP as the subject of this research is based on the consideration that the cognitive level is still in the transitional stage from concrete to formal operations so that it is suitable for the implementation of PMR. This study aims to 1) determine the effect of implementing PMR learning on improving students' mathematical communication skills, and 2) knowing student responses during the process of implementing PMR learning. This research is a quasi-experimental research. The design used in this study was a pretest posttest control group design. In this design, there are two groups selected randomly, then given a pretest to determine the extent to which students are ready to receive learning, while the posttest is used to measure students' mathematical communication skills after being given treatment. The research instrument used tests and non-tests. The test used is a test of students' mathematical communication skills in the form of description questions, while the non-test used is a student response questionnaire. Before the test was used, the Expert test and Instrument Trial were conducted at SMP Negeri 3 Padangsidimpuan. The results showed that there was an effect of the application of PMR on the improvement of students' mathematical communication skills. The increase in the mathematical communication ability of the experimental class was 0.63 in the medium category and the control class was 0.24 in the low category. The results of the calculation of student responses to PMR components and activities are 95.55%, this shows a positive student response because the average percentage is > 80%. Based on the results of this study, it is hoped that the application of PMR can be used as an alternative for mathematics teachers to be developed as an effective learning strategy so that mathematics communication skills and student responses are better.
PEMANFAATAN E-LEARNING DALAM PEMBELAJARAN MATEMATIKA SECARA MANDIRI Nurhawani Sitompul; elvi rosalinda siagian; fatima sari; khoirunniasa .; yuni rhamayanti
Jurnal Cermatika Vol. 1 No. 2 (2021): JURNAL CERMATIKA, VOLUME 1, NOMOR 2, OKTOBER 2021
Publisher : Program Studi Matematika Universitas Graha Nusantara Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Basically, the use of E-learning in mathematics education is broad, both as a medium of learning in the classroom and as a medium for independent learning. Utilization of E-Learning will improve learning outcomes indirectly. Thus, it is hoped that the internet speed available on the campus, especially the Graha Nusantara University (UGN) Padangsidimpuan, is very good so that the implementation of self-learning based on E-Learning can run smoothly. In addition, all training is needed in the context of socializing the development of E-Learning learning methods so that students have effective thinking patterns and accept E-Learning as an alternative learning and evaluation in teaching and learning.
Penerapan Model Pembelajaran Kooperatif Tipe Examples Non Examples Terhadap Kemampuan Berpikir Kritis Matematika Siswa Kelas VIII SMP Negeri 9 Padangsidimpuan TP. 2022/2023 Elvi Rosalinda Siagian; Yuni Rhamayanti; Susi Sulastri Lubis
Jurnal Cermatika Vol. 3 No. 2 (2023): JURNAL CERMATIKA VOLUME 3 NOMOR 2 BULAN OKTOBER TAHUN 2023
Publisher : Program Studi Matematika Universitas Graha Nusantara Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This The problem in this research is the low ability of students' critical thinking in mathematics. To overcome this problem, this study applied the Example Non Example learning model. The aims of this study were (1) to find out students' mathematical critical thinking skills which were taught using the Example Non-Example learning model on the subject of geometric shapes better than learning without using the Example Non-Example learning model in class VIII SMP Negeri 9 Padangsidimpuan. (2) To find out the size of students' active learning activities in learning mathematics in the experimental class and the control class. The type of research used in this research is experimental research. The population in this study were students of class VIII SMP Negeri 9 Padangsidimpuan. The research sampling technique is random sampling. The instruments used to collect data were tests of critical thinking skills in mathematics in the form of essays and observations of students' learning activities. The learning tools used in this study are lesson plans, worksheets, and test instruments. The test used is a test that has been validated and is suitable for use. Hypothesis testing used two way Anava with different number of cells, with a significance level of 0.05. The results of the analysis on the two-way Anava with unequal number of cells show: (1) Students who get the Example Non-Example learning model and the ordinary learning model get different learning outcomes in mathematics (Fa = 72.82 with Ftable = 3.97). (2) Students with high, medium, and low critical thinking skills have different learning outcomes in mathematics (Fb = 38.75 with Ftable = 3.12). (3) The results of learning mathematics between students in each learning model for each level of critical thinking skills are not different (Fab = 3.59 with Ftable = 3.12). (4) The results of observing the assessment of the ability of students' learning activities in the experimental class obtained an average of 3.04 and a percentage of 76.06% with a good grade qualification while for the control class obtained an average of 2.48 and a percentage of 62.09% with a qualifying score Enough.
Penerapan Hands On Mind On Activity Dalam Pembelajaran Matematika Dengan Pendekatan Kontekstual Sebagai Upaya Meningkatkan Kemampuan Berpikir Kritis Matematika Siswa SMA Negeri 1 Trio Kharisma; Yuni Rhamayanti; adek Nilasari Harahap
Jurnal Cermatika Vol. 3 No. 1 (2023): VOLUME 3 NOMOR 1 BULAN APRIL TAHUN 2023
Publisher : Program Studi Matematika Universitas Graha Nusantara Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini bertujuan untuk mengetahui apakah penerapan model Hands on minds on activity dengan pendekatan kontekstual dapat meningkatkan kemampuan berpikir kritis matematika secara efektif pada siswa SMA Negeri 1 Angkola Timur Tahun Ajaran 2022/2023. Penelitian ini dilaksanakan dalam 2 siklus dalam setiap siklus terdiri dari 2 kali pertemuan. Pada setiap siklus, siswa diberi tes akhir untuk mengukur kemampuan berpikir kritis matematika siswa pada materi aturan pencacahan. Instrumen yang digunakan dalam pengumpulan data pada penelitian ini adalah tes. Hasil penelitian dari 30 orang siswa pada tes awal terdapat 11 orang siswa yang mencapai ketuntasan belajar yaitu 36,7% dengan nilai rata- rata 53,8 ternyata pada tes awal belum tercapai maka harus dilanjutkan ke siklus I ternyata tingkat ketuntasan belajar siswa sedikit meningkat yaitu terdapat 16 orang siswa yang mencapai ketuntasan belajar yaitu 53,3% dengan nilai rata-rata 60,8, ternyata pada siklus I belum tercapai maka harus dilanjutkan ke siklus II ternyata tingkat ketuntasan belajar siswa semakin meningkat yaitu terdapat 26 orang siswa yang mencapai ketuntasan belajar 86,7% dengan rata- rata 73,9. Berdasarkan pembahasan hasil penelitian diperoleh bahwa adanya peningkatan kemampuan berpikir kritis matematika siswa pada pokok bahasan aturan pencacahan di kelas XI IPS SMA Negeri 1 Angkola Timur Tahun Ajaran 2022/2023 melalui penerapan model Hands on mind on activity dengan pendekatan kontekstual.
UPAYA MENINGKATKAN PEMAHAMAN KONSEP MATEMATIKA MELALUI PENERAPAN MODEL QUANTUM LEARNING SISWA KELAS VIII-2 SMP NEGERI 2 BATAHAN TP. 2022/2023 Mansukri; Yuni Rhamayanti; adek Nilasari Harahap
Jurnal Cermatika Vol. 4 No. 1 (2024): VOLUME 4 NOMOR 1 BULAN APRIL TAHUN 2024
Publisher : Program Studi Matematika Universitas Graha Nusantara Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini merupakan penelitian tindakan kelas (PTK) dengan mengambil subjek penelitian siswa Kelas di kelas VIII-2 yang terdiri dari 30 orang dengan komposisi perempuan 17 orang dan laki-laki 13 orang. Sedangkan Objek Penelitian ini adalah penggunaan model Quantum Learning sebagai upaya meningkatkan kemampuan Pemahaman Konsep siswa pada pokok bahasan Bangun Ruang. Hasil penelitian ini ini menunjukkan hasil tes pemahaman konsep matematika siswa di kelas VIII-2 setelah diberi perlakuan dilihat dari hasil tes belajar siswa pada siklus I sebesar 73,33 % tuntas, dan pada siklus II diperoleh persentase sebesar 90,00% tuntas. Berdasarkan data hasil penelitian melalui observer siswa siklus I kadar aktivitas sebesar 70,33%, dan pada siklus II d kadar aktivitas sebesar 94,00%. Berdasarkan hasil data persentase melalui observer guru diperoleh siklus I nilai kadar aktivitas sebesar 70,33 % dan pada siklus II nilai kadar aktivitas sebesar 94,00 %. Jadi, dapat disimpulkan bahwa kemampuan guru dalam mengelola pembelajaran termasuk pada kategori “sangat baik” dan sudah memenuhi kriteria pencapaian penelitian, maka penelitian ini berhenti pada siklus II. Berdasarkan hasil penelitian tersebut, maka penerapan model pembelajaran Quantum Learning dapat meningkatkan pemahaman konsep matematika siswa pada pokok bahasan bangun ruang di kelas VIII-2 SMP Negeri 2 Batahan Tahun Pelajaran 2021/2022.
Implementasi Pengembangan Model ADDIE pada Dunia Pendidikan Torang Siregar; Yuni Rhamayanti
Jurnal Hasil Penelitian dan Pengembangan (JHPP) Vol. 3 No. 2 (2025): April
Publisher : Perkumpulan Cendekia Muda Kreatif Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61116/jhpp.v3i2.561

Abstract

Model pengembangan ADDIE (Analysis, Design, Development, Implementation, Evaluation) merupakan salah satu pendekatan sistematis yang banyak digunakan dalam perancangan dan pengembangan pembelajaran, terutama dalam konteks pendidikan modern. Model ini terdiri dari lima tahap utama yang saling berkesinambungan. Tahap pertama, analisis, berfokus pada identifikasi kebutuhan, permasalahan, serta karakteristik peserta didik untuk menentukan tujuan pembelajaran yang relevan. Tahap kedua, desain, melibatkan perencanaan strategi pembelajaran, perumusan tujuan, dan pemilihan media atau metode yang sesuai. Selanjutnya, tahap pengembangan diarahkan pada pembuatan produk pembelajaran, termasuk pengembangan bahan ajar, media, dan instrumen evaluasi. Tahap implementasi mencakup pelaksanaan rencana pembelajaran di lapangan atau di kelas, serta pemantauan proses pelaksanaannya untuk memastikan efektivitasnya. Terakhir, tahap evaluasi berperan untuk mengukur efektivitas dan efisiensi program pembelajaran melalui evaluasi formatif dan sumatif, guna memberikan umpan balik perbaikan yang berkelanjutan. Jurnal ini membahas secara komprehensif setiap tahapan dalam model ADDIE serta memberikan contoh penerapannya dalam berbagai konteks pendidikan, baik secara daring maupun tatap muka. Dengan dukungan referensi dari berbagai sumber terbaru, diharapkan artikel ini dapat memberikan wawasan yang komprehensif bagi para pendidik, pengembang kurikulum, dan praktisi pendidikan dalam merancang pembelajaran yang lebih efektif, efisien, dan adaptif. Selain itu, jurnal ini juga menekankan pentingnya siklus evaluasi dalam model ADDIE sebagai fondasi utama dalam pengembangan instruksional berbasis kebutuhan peserta didik.
Penerapan Model Pembelajaran Inkuiri Terbimbing Untuk Meningkatkan Kemampuan Pemecahan Masalah Siswa Yuni Rhamayanti; harahap, mukmin; Lynni Suryani; Sri Rezeki Pakpahan
JURNAL CERMATIKA Vol. 2 No. 1 (2022): Jurnal Cermatika Vol 2 No 1 April 2022
Publisher : Program Studi Matematika Universitas Graha Nusantara Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64168/cermatika.v2i1.1039

Abstract

This research is a classroom action research (classroom action research) conducted collaboratively between researchers and mathematics teachers in class VII-2 SMP Negeri 3 Padangsidimpuan for the academic year 2021-2022. The subjects of this study were all seventh grade students. Techniques in collecting data in this study were tests, observation interviews and questionnaires. From the results of the validity of the first cycle student problem solving test instrument above, it was found that all items had a minimum validation correlation of moderate category, so that all items could be used for evaluation in this study. the results of the difficulty level of the problem-solving ability test instrument above, it was found that the percentage interval of the difficulty level of the questions was at 27%-73%, with the minimum item category being moderate. All questions are not too difficult and not too easy, so they can be used for evaluation in this study. The implementation stages of this classroom action research include: Action planning, In this stage a plan will be made in the form of activities that will be carried out by the teacher in planning classroom action research on the application of problem-based learning strategies, Implementation of actions, In this stage, the teacher conveys the competencies to be achieved during the learning process, Observation, In this stage, observations are made of student and teacher activities in the learning process, Reflection. At this stage, classroom action research will continue if the level of problemsolving ability of students in the circle material mathematics lesson is marked by student learning mastery that has not reached 80% in the good category, then improvements are made in the next cycle. This research is planned for two cycles, if in two cycles the teacher feels that the performance indicators that have been formulated previously, then something has not been resolved, then proceed to the next cycle with the stages as has been done in the second cycle of course with improvements. The first and second cycles consisted of 3 meetings. Student activity increases with the use of the guided inquiry learning model. This can be seen from the results of the observation of student activities in the first cycle, 79.58% are still in the "enough" category. Furthermore, in the second cycle there was an increase to the "good" category with a percentage of 88.33%. Based on cycle I and cycle II there was an increase in student activity of 8.75%. Teacher performance in managing learning increases with the use of problem-based learning models. This is supported by achieving the category of "Good enough" and cycle II obtained an increase by obtaining the category of "Good". Based on cycle I and cycle II there is an increase in teacher performance
Co-Authors ., Rayana Abrizal Hasibuan Adek Nilasari Harahap Agus Makmur Ali Djamhuri Alwendi, Alwendi andika saputra harahap Ayathollah Khomeni Dhuraba Qodriansyah elvi rosalinda siagian Eni Sumanti Nasution Evitamala Siregar fatima sari Fauziah Nasution Fitriani Fitriani Habibah Hammamah Harahap, Haritsah Harahap, Adek Nilasari harahap, mukmin Haritsah Hammamah Harahap Haritsah Hammamah Herahap Isra Novidayanti Matondang khoirunniasa . Khomeni, Ayathollah Lynni Suryani Mansukri Mansukri Marozi Hardiansyah Melida Warni Nasution mhd fahmi lubis Mohd. Arifin Nandini Faradilla Nenni Herawati Siregar Nida Siregar, Rama Nova Christina Dewi Nur Atika Lubis Nurdalilah Nurdalilah Nurdalilah Nurdalilah Nurdalilah, Nurdalilah Nurhawani Sitompul Puspa Riani Nasution Puspa Riani Nasution Putri Lestari Simamora Rahima Safitra Pane Ramadhan Saleh Riski Handayani robi nastain Sri Rejeki Pakpahan Sri Rezeki Pakpahan Susi Sulastri Lubis Susi Sulastri Lubis Tinur Rahmawati Torang Siregar Trio Kharisma Trio Kharisma Try Wahyuni Wilda Harianti Wulan Eka Putri Yeni Cholida Yeni Cholidah Lubis