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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar
Lena Rosdiana Pangaribuan
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PELATIHAN PENERAPAN MODEL RECIPROCAL LEARNING BERBASIS HYPNOTEACHING DALAM PEMBELAJARAN MATEMATIKA BAGI GURU SMA Irham Habibi Harahap; Muda Sakti Raja Sihite; Lena Rosdiana Pangaribuan; Dwi Novita Sari
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.42530

Abstract

This study aims to analyze the implementation of the Reciprocal Learning model based on Hypnoteaching in improving students’ self-confidence in mathematics learning. The background of this research is the low level of students’ self-confidence in mathematics classes, which affects their active participation, mathematical communication skills, and learning outcomes. The Reciprocal Learning model emphasizes activities such as summarizing, questioning, clarifying, and predicting, while the Hypnoteaching approach optimizes positive suggestion, persuasive language, and the creation of a comfortable and conducive learning environment. This study employed a quantitative approach with a quasi-experimental design. The research subjects were secondary school students divided into experimental and control groups. The research instruments included a self-confidence questionnaire, observation sheets of student activities, and mathematics achievement tests. Data were analyzed using descriptive and inferential statistical tests to determine differences in self-confidence improvement between the two groups. The results indicate that the implementation of the Hypnoteaching-based Reciprocal Learning model significantly improves students’ self-confidence compared to conventional learning methods. The improvement is evident in students’ courage to express opinions, ability to ask questions, participation in discussions, and confidence in solving mathematical problems. Therefore, this model is effective as an innovative instructional strategy to enhance both affective and cognitive aspects of students in mathematics learning.
IMPLEMENTASI MODEL PEMBELAJARAN RECIPROCAL LEARNING BERBASIS HYPNOTEACHING DALAM UPAYA MENINGKATKAN RASA PERCAYA DIRI SISWA PADA MATA PELAJARAN MATEMATIKA Irham Habibi Harahap; Muda Sakti Raja Sihite; Lena Rosdiana Pangaribuan; Dwi Novita Sari
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.42536

Abstract

This study aims to analyze the implementation of the Reciprocal Learning model based on Hypnoteaching in improving students’ self-confidence in mathematics learning. The background of this research is the low level of students’ self-confidence in mathematics classes, which affects their active participation, mathematical communication skills, and learning outcomes. The Reciprocal Learning model emphasizes activities such as summarizing, questioning, clarifying, and predicting, while the Hypnoteaching approach optimizes positive suggestion, persuasive language, and the creation of a comfortable and conducive learning environment. This study employed a quantitative approach with a quasi-experimental design. The research subjects were secondary school students divided into experimental and control groups. The research instruments included a self-confidence questionnaire, observation sheets of student activities, and mathematics achievement tests. Data were analyzed using descriptive and inferential statistical tests to determine differences in self-confidence improvement between the two groups. The results indicate that the implementation of the Hypnoteaching-based Reciprocal Learning model significantly improves students’ self-confidence compared to conventional learning methods. The improvement is evident in students’ courage to express opinions, ability to ask questions, participation in discussions, and confidence in solving mathematical problems. Therefore, this model is effective as an innovative instructional strategy to enhance both affective and cognitive aspects of students in mathematics learning.
IMPLEMENTASI MODEL PEMBELAJARAN RECIPROCAL LEARNING BERBANTUAN SOAL OPEN ENDED UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA Lena Rosdiana Pangaribuan; Simon Maruli Panjaitan; Lolyta Damora Simbolon; Halmaliana Lorensia br. Kembaren
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 04 (2024): Volume 09 No. 04, Desember 2024.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i04.44195

Abstract

One of the educational problems that has become a priority is the quality of education. From the various problems in the field, the effort we can make is to develop student-centered learning. Based on observations conducted at SMA Negeri 15 Medan, many teachers tend to use an expository model and assign individual tasks rather than group work in the classroom learning process. Most of the homework completed by students tends to have the same answers. Data obtained from the mathematics teacher indicates that student learning outcomes are still relatively low, as seen from the results of the odd semester final exam 2023/2024, where 58% of students scored below 70. This is caused by a lack of understanding and mastery of the material, so the learning outcomes achieved are not yet satisfactory. Therefore, teachers must choose a learning implementation that can make the material meaningful to students. One alternative for selecting a learning strategy is reciprocal learning assisted by open-ended questions. This study aims to determine whether the use of the Reciprocal Learning strategy can improve students' mathematical problem-solving abilities. This study is a Classroom Action Research using Reciprocal Learning with four main activities, namely questioning, clarifying, predicting, and summarizing/reviewing, with stages including: planning, implementation, monitoring, and reflection carried out in several cycles. This research was conducted at SMA Negeri 15 Medan in class XI IPA. Data collection techniques were through observation, questionnaires, interviews, and tests.
Co-Authors Halmaliana Lorensia br. Kembaren Irham Habibi Harahap Muda Sakti Raja Sihite Novita Sari, Dwi Simbolon, Lolyta Damora Simon Maruli Panjaitan