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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Erma Yanti
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Analisis Kesalahan Siswa dalam Memecahan Masalah pada Materi Sistem Pertidaksamaan Linear Dua Variabel Erma Yanti; Yuli Amalia; Rahmat Fitra
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.43146

Abstract

Mathematics learning at the high school level still shows various problems, especially in students' mathematical problem-solving abilities on the material of two-variable linear inequality systems, which is characterized by many student errors in solving problems in the form of problem solving. This study aims to identify the types of errors made by class X students of SMA and the factors causing errors in solving mathematical problems on the material. This study uses a qualitative approach with a descriptive method, with the research subjects being class X students of. Data collection was conducted through written tests and interviews, while data analysis included data reduction, data presentation, and conclusion drawing. Analysis of student errors was based on Polya's problem-solving stages combined with the Newman Procedure. The results showed that students made four types of errors: errors in understanding the problem, errors in creating a solution plan, errors in implementing the plan, and errors in rechecking the final answer. The most dominant error occurred at the stage of implementing the plan with a percentage of 59.1%, while the least error occurred at the stage of understanding the problem at 17%. Factors causing errors included a lack of understanding of the basic concepts of two-variable linear inequality systems, an inability to transform contextual problems into mathematical models, weak skills in drawing graphs and determining the solution region, and students' low habit of rechecking their answers. Based on these findings, it can be concluded that student errors are conceptual and procedural in nature, so mathematics learning is recommended to emphasize conceptual understanding, strengthening procedural skills, and the habit of reflection and rechecking in the process of mathematical problem solving.
PENINGKATAN KEAKTIFAN DAN HASIL BELAJAR SISWA MELALUI MODEL PEMBELAJARAN KOOPERATIF TEAMS GAMES TOURNAMENT (TGT) PADA MATERI STRUKTUR ATOM DI KELAS X SMA Azkia Rahmi; Al Mumtahanah Savira; Erma Yanti; Nadya Ribka Yolanda Rajagukguk; Selvia Anggrayne; Putri Andini; Marnida Yusfiani
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13209

Abstract

This research was motivated by the low level of student activeness and learning outcomes in chemistry, specifically on Atomic Structure material at SMAN 13 Medan. The learning process applied was predominantly conventional and teacher-centered (teacher centred), causing students to become passive and unmotivated. This study aims to improve student activeness and learning outcomes through the cooperative learning model Teams Games Tournament (TGT) on Atomic Structure material. The method used was Classroom Action Research (CAR) conducted in two cycles, each consisting of planning, action, observation, and reflection stages. Subjects were 36 students of class X-1 SMAN 13 Medan in the 2025/2026 academic year. Data were collected through multiple-choice test instruments to measure cognitive learning outcomes and non-test instruments (observation sheets) to measure student activeness and teacher performance. Descriptive comparative analysis was used to compare improvements from pre-cycle to the second cycle. Results showed that the average N-Gain increased from 0.47 (moderate) in Cycle I to 0.76 (high) in Cycle II. The percentage of students achieving the minimum passing grade (KKM) rose from 47% in Cycle I to 76% in Cycle II. It is concluded that the TGT cooperative learning model is effective in improving student activeness and learning outcomes on Atomic Structure material
Co-Authors Al Mumtahanah Savira Azkia Rahmi Marnida Yusfiani Nadya Ribka Yolanda Rajagukguk Putri Andini Rahmat Fitra Selvia Anggrayne Yuli Amalia