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JOHME: Journal of Holistic Mathematics Education
Published by Universitas Pelita Harapan
ISSN : 25986759     EISSN : 25986759     DOI : -
Core Subject : Education,
Education Mathematics
JOHME is an online scientific journal designated as a medium for communication among redeemed Christian scholars who practice the integration of faith and learning based on a broader and holistic understanding of the Bible's Grand Narrative as the ultimate telos of all education curriculum, including mathematics education. It is committed to publishing high quality articles about research, teaching, philosophy, and curriculum development which show holistic approaches in mathematics education.
Arjuna Subject : -
Articles 8 Documents
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Search results for , issue "Vol 1, No 2 (2018): June" : 8 Documents clear
PENERAPAN METODE TEAM TEACHING DALAM PEMBELAJARAN MATEMATIKA DI SMA KRISTEN ABC SUKOHARJO [THE IMPLEMENTATION OF THE TEAM TEACHING METHOD IN LEARNING MATHEMATICS AT ABC CHRISTIAN HIGH SCHOOL IN SUKOHARJO] Damanik, Remika Yulia Sari; Siahaan, Meri Fuji; Tamba, Kimura Patar
JOHME: Journal of Holistic Mathematics Education Vol 1, No 2 (2018): June
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v1i2.815

Abstract

The team teaching method is a teaching method that is carried out by more than one teacher in a group of similar students by distributing their tasks, watching over them with one and another, evaluating the lesson, and complimenting each other to increase the learning outcomes of the students. The aims of this research was to analyze the implementation of the team teaching method in  mathematics learning at ABC Christian High School in Sukoharjo. Mathematics aims to deepen students' understanding of God's creation and how it helps them to fulfill their calling. The research was conducted from July 18, 2016, to November 4, 2016. The subjects were the vice principal, mathematics teachers, and 29 students. This research was a case study research about the implementation of the team teaching method in mathematics learning at ABC Christian High School in Sukoharjo. The research instruments used were interview and documents. The results showed that the implications of the team teaching method were a semi full team teaching, where the teacher teaches with a division of tasks, materials, and hours in learning mathematics. The team teaching method with material distribution and teaching hours helped to overcome the teachers' situation and the learning needs of mathematics at the school, but students found it difficult to follow the teaching team's method as they were studying two different topics in a week.BAHASA INDONESIA ABSTRAK: Metode team teaching adalah metode pembelajaran yang dilaksanakan oleh lebih dari satu orang guru pada sekelompok siswa yang sama dengan cara membagi tugas, bersama-sama mengamati siswa, mengevaluasi pengajaran dan saling mendukung untuk meningkatkan hasil belajar siswa. Tujuan penelitian ini untuk mengetahui penerapan metode team teaching dalam pembelajaran matematika di SMA Kristen ABC Sukoharjo. Matematika bertujuan untuk memperdalam pengertian siswa tentang ciptaan Allah dan bagaimana pengertian itu membantu mereka untuk memenuhi panggilan mereka. Penelitian dimulai sejak tanggal 18 Juli 2016 sampai 4 November 2016. Subjek penelitian yaitu wakil kepala sekolah bidang kurikulum, guru matematika sebanyak empat orang, dan siswa sebanyak 29 siswa. Penelitian ini merupakan penelitian kualitatif studi kasus tentang penerapan metode team teaching dalam pembelajaran matematika di SMA Kristen ABC Sukoharjo. Instrumen penelitian yang digunakan adalah wawancara, observasi sebanyak tujuh belas kali dan dokumen. Hasil analisis data menunjukkan bahwa metode team teaching yang diterapkan di SMA Kristen ABC Sukoharjo merupakan semi full team teaching, dimana guru mengajar dengan pembagian tugas, materi dan jam pada pembelajaran matematika. Metode team teaching dengan pembagian materi dan jam mengajar membantu mengatasi keadaan guru dan kebutuhan pembelajaran matematika di sekolah tersebut, namun siswa kesulitan mengikuti penerapan metode team teaching karena mempelajari dua topik yang berbeda dalam seminggu. 
SIMULASI ANALISIS KORESPONDENSI UNTUK DATA TRACER STUDI DI TINGKAT SEKOLAH MENENGAH [SIMULATION OF A CORRESPONDENCE ANALYSIS FOR A TRACER STUDY WITH HIGH SCHOOL ALUMNI] Yohansa, Meicheil
JOHME: Journal of Holistic Mathematics Education Vol 1, No 2 (2018): June
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v1i2.779

Abstract

A Tracer Study is research or a study of alumni tracking. Graduates or alumni are considered to have the most appropriate capacity to provide feedback as far as an evaluation of the institution is concerned. That is why the implementation of a Tracer Study is often attributed to the efforts of evaluation and improvement of the education system of an institution. Through the implementation of a Tracer Study, institutions can obtain information about possible deficiencies in the educational and learning process. In Indonesia, a Tracer Study is generally implemented to track alumni of a university and their associations in the working world. By seeing the usefulness of a Tracer Study at the university level, this study conducted an implementation of a Tracer Study at the high school level. The implementation itself focused on the determination of the respondent and the preparation of the questionnaire as a research instrument by accounting for the differences in the characteristics of high school and university graduates. The Tracer Study results were analyzed using correspondence analysis with Eigenvalue Decomposition (EVD). Data analysis was carried out on a case study about the relationship between non-academic activities and communication capabilities.BAHASA INDONESIA ABSTRAK: Tracer Study dikenal sebagai suatu penelitian atau studi mengenai pelacakan alumni. Sedangkan alumni itu sendiri dianggap memiliki kapasitas yang paling tepat dalam memberikan umpan balik sebagai evaluasi terhadap institusi yang bersangkutan. Sehingga pada pelaksanaannya Tracer Study kerap kali dikaitkan dengan upaya evaluasi serta perbaikan sistem pendidikan dari suatu institusi. Melalui pelaksanaan Tracer Study, lembaga penyelenggara pendidikan memungkinkan untuk memperoleh informasi kemungkinan kekurangan dalam proses pendidikan dan pembelajaran. Di Indonesia, Tracer Study umumnya dilaksanakan untuk melacak alumni dari suatu perguruan tinggi dengan asosiasi terhadap dunia industri kerja. Melihat gambaran kebermanfaatan Tracer Study di beberapa perguruan tinggi, maka pada penelitian ini dilakukan adaptasi Tracer Study untuk dilaksanakan pada tingkat satuan pendidikan sekolah menengah atas (SMA). Adaptasi pelaksanaan Tracer Study di SMA menitikberatkan pada penentuan responden dan penyusunan kuesioner sebagai instrumen penelitian. Hal ini sebagai akibat dari perbedaan karakteristik lulusan SMA dan perguruan tinggi. Hasil Tracer Study dianalisis menggunakan Analisis Korespondensi dengan dekomposisi nilai eigen. Analisis data dilakukan terhadap studi kasus mengenai hubungan antara kegiatan non akademik dengan kemampuan komunikasi.
THE USE OF REALISTIC MATHEMATICS EDUCATION IN TEACHING THE CONCEPT OF EQUALITY Theodora, Febe Ratu Nada; Hidayat, Dylmoon
JOHME: Journal of Holistic Mathematics Education Vol 1, No 2 (2018): June
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v1i2.913

Abstract

Algebra is one of the most fundamental concepts in learning mathematics and the concept of equality is an essential part of learning algebraic topics. However, many students find this concept difficult to understand. The problem is the difficulty of the content and how to teach it. In order to solve the problem, this paper reviews the use of the theory of Realistic Mathematics Education (RME) in teaching the concept of equality. RME is a process of teaching and learning mathematics in a contextual way as mathematics is considered as a human activity. This paper aims to review the use of the RME theory in teaching the concept of equality within the Biblical perspective as the parameter of the implementation for mathematics as one of God’s tools to reveal His glory and wisdom. The method used in this paper was literature review which used literature findings as the resources. According to the literature research, it was found that the main problem in teaching and learning the concept of equality was students’ misconception of equality. The use of the RME theory can help teachers to teach the “equality” concept to help student learn contextually. BAHASA INDONESIA ABSTRAK: Aljabar merupakan salah satu konsep paling dasar dalam pembelajaran matematika mendalam dan konsep persamaan merupakan bagian yang penting dalam mempelajari topik-topik aljabar. Namun ada murid-murid yang mendapati bahwa konsep persamaan sulit dimengerti. Permasalahannya adalah seputar sulitnya materi yang dipelajari dan cara pengajarannya. Untuk mencari solusi dari permasalahan tersebut, makalah ini akan mengkaji penggunaan teori Matematika Realistis dalam pengajaran konsep persamaan. Matematika Realistis adalah proses belajar mengajar matematika kontekstual yang memandang matematika sebagai aktifitas manusia. Makalah ini bertujuan untuk mengkaji penggunaan teori Matematika Realistis dalam pengajaran konsep persamaan di dalam perspektif Alkitabiah sebagaimana matematika adalah alat Allah untuk menyingkapkan kemuliaan dan hikmat-Nya. Metode yang digunakan dalam makalah ini adalah studi literatur yang menggunakan temuan-temuan literatur sebagai sumber. Berdasarkan studi literatur, masalah utama dalam pengajaran konsep persamaan adalah adanya miskonsepsi pada pemahaman murid dan menggunakan teori Matematika Realistis, pengajar dapat mengajar konsep “keseimbangan” untuk membantu murid belajar secara kontekstual.
PERBANDINGAN PENERAPAN METODE DRILL DAN RESITASI TERHADAP HASIL BELAJAR KOGNITIF MATEMATIKA SISWA KELAS XI IPA DI SMA ABC CIKARANG [A COMPARISON OF THE IMPLEMENTATION OF DRILL AND RECITATION METHODS TOWARD GRADE 11 SCIENCE STUDENTS’ COGNITIVE ACHIEVEMENT AT A HIGH SCHOOL IN CIKARANG] Soponyono, Andreas Eko; Sinaga, Kelly; Seleky, Jacob S.
JOHME: Journal of Holistic Mathematics Education Vol 1, No 2 (2018): June
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v1i2.795

Abstract

This research aims to investigate the comparison of the improvement average in student’s mathematics cognitive learning outcomes between an 11th grade science class taught by drill strategy and by recitation method. This research used quasi-experimental with pre-test post-test comparison group design. The sample was taken by a convenient random sampling. The instruments were tried before being given to the research sample to measure the validity, reliability, difficulty index and discriminating power. The analysis uses the U Mann-Whitney test. The results of the research show that there are no different improvement average in mathematics cognitive outcomes between an 11th grade science class that taught by drill and by recitation method (p= 0,152 > 0,05).BAHASA INDONESIA ABSTRAK: Tujuan penelitian ini untuk menyelidiki perbandingan peningkatan hasil belajar kognitif Matematika antara siswa kelas XI IPA yang mengalami pembelajaran dengan metode drill dan yang dengan resitasi. Metode penelitian yang digunakan adalah kuasi eksperimen dengan pre-test post-test comparison group design. Instrumen telah diujicoba sebelum diberikan kepada sampel penelitian untuk mengukur validitas, reliabilitas, taraf kesukaran dan daya pembeda. Analisis data menggunakan tes U Mann-Whitney. Hasil penelitian menunjukkan bahwa tidak terdapat perbedaan peningkatan hasil belajar kognitif Matematika antara siswa yang diterapkan metode drill dengan yang diterapkan metode resitasi (p= 0,152 > 0,05). 
PENERAPAN TEAM QUIZ UNTUK MENINGKATKAN KEMAMPUAN KERJA SAMA ANTAR SISWA KELAS VIII-B PADA MATA PELAJARAN MATEMATIKA [THE IMPLEMENTATION OF A TEAM QUIZ TO IMPROVE COOPERATION SKILLS AMONG GRADE 8B STUDENTS IN MATHEMATICS] Marcella, Adelia; Wulanata, Imanuel Adhitya; Listiani, Tanti
JOHME: Journal of Holistic Mathematics Education Vol 1, No 2 (2018): June
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v1i2.799

Abstract

Based on observations of grade 8B students in a Christian junior high school in Kupang, it was found that students were not able to demonstrate the ability to cooperate in mathematics lessons. To overcome this, the researcher implemented a Team Quiz to assist students in developing their cooperative skills. This research used Kemmis & McTaggart’s model for Classroom Action Research (CAR). The research was done in two cycles. The instruments used were mentor’s and peer’s observations, student’s questionnaires, and tests. The findings showed that Team Quiz could help grade 8B students to improve their cooperation skills in mathematics subjects.BAHASA INDONESIA ABSTRAK: Berdasarkan hasil observasi pada siswa kelas VIII-B di salah satu SMP Kristen Kupang, ditemukan bahwa siswa belum mampu menunjukkan kemampuan kerja sama dalam pelajaran Matematika. Untuk mengatasi hal tersebut, peneliti menerapkan Team Quiz untuk membantu siswa dalam mengembangkan kemampuan kerja sama. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK) model Kemmis dan Mc Taggart. PTK ini berlangsung dalam dua siklus. Instrumen yang digunakan adalah lembar observasi check-list mentor dan teman sejawat, lembar observasi rating scale mentor dan teman sejawat, lembar angket siswa, dan lembar wawancara mentor. Hasil Penelitian Tindakan Kelas (PTK) menunjukkan bahwa penerapan Team Quiz dapat meningkatkan kemampuan kerja sama antar siswa kelas VIII-B pada mata pelajaran Matematika. 
ANALISIS KESALAHAN SISWA KELAS VIII SLH MEDAN DALAM MENGERJAKAN SOAL MATEMATIKA MATERI FUNGSI DITINJAU DARI PROSEDUR NEWMAN [ANALYZING STUDENTS’ ERRORS IN SOLVING MATHEMATICS PROBLEMS IN FUNCTION TOPICS BASED ON NEWMAN’S PROCEDURES IN GRADE 8 AT SLH MEDAN] Paladang, Karmila Kristina; Indriani, Siane; Dirgantoro, Kurnia P. S.
JOHME: Journal of Holistic Mathematics Education Vol 1, No 2 (2018): June
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v1i2.798

Abstract

Mathematics is an important part of education. Through mathematics learning, students are expected to think systematically, logically, critically, creatively and consistently. Often when learning math, however, students make mistakes. These errors, when viewed plainly are reasonable mistakes. Nevertheless, they should not be allowed to happen continuously. If the errors are left unchecked, then the process of developing students’ knowledge will not improve. Based on observations in the grade 8A class at Sekolah Lentara Harapan in Medan, students usually made mistakes in solving mathematics problems. This study aims to analyze the types of errors made by students in solving mathematics problem and the causes of those mistakes. The research method used was the qualitative research method. The researcher gathered data through tests, interviews, and observations. Tests and observations data were gathered from 35 students in class 8 A. The subjects were 6 students who were chosen based on their results and certain criteria. Afterward, they were interviewed about their test results to gather further information about the types of errors and the factors which caused the error. The mistakes then were analyzed based on the types of errors using Newman’s procedures which are (1) reading errors, (2) comprehension errors, (3) transformation errors, (4) process skills errors, and (5) encoding errors.  The results showed that students performed all types of errors. Factors which caused students to make those errors were that they did not understand the meaning of symbols used, they used several symbols incorrectly, they could not to read the symbol, they forgot the proper formulas to be used, they wrote the formula in a rush, they did not master the pre-requisite topic of algebra arithmetic operation, they were careless, and they did the test in a rush.BAHASA INDONESIA ABSTRAK: Pelajaran matematika merupakan salah satu bagian penting dalam bidang pendidikan. Melalui pembelajaran matematika, siswa diharapkan dapat melatih cara berpikir secara sistematis, logis, kritis, kreatif dan konsisten. Dalam kenyataannya, sering kali ketika belajar matematika, siswa melakukan kesalahan-kesalahan. Kesalahan-kesalahan ini jika dilihat secara kasat mata merupakan kesalahan-kesalahan yang wajar. Tetapi tentunya kesalahan ini tidak boleh dibiarkan terjadi terus-menerus. Jika kesalahan tersebut dibiarkan, maka proses pengembangan pengetahuan siswa tidak akan berjalan dengan baik. Berdasarkan observasi di kelas VIII A SLH Medan, siswa sering melakukan kesalahan pada saat mengerjakan soal-soal matematika. Tujuan dari penelitian ini adalah untuk menganalisis jenis-jenis kesalahan yang dilakukan oleh siswa dalam mengerjakan soal matematika materi fungsi serta faktor penyebabnya. Metode penelitian yang digunakan adalah metode penelitian kualitatif. Pengumpulan data dilakukan dengan tes, wawancara dan observasi partisipatif. Tes dan observasi dilakukan di kelas VIII A yang terdiri dari 35 siswa. Subjek penelitian terdiri dari 6 siswa yang dipilih berdasarkan hasil tes dengan kriteria tertentu kemudian diwawancarai terkait hasil pekerjaannya untuk memperoleh informasi yang lebih jelas mengenai jenis kesalahan yang dilakukan serta faktor yang menyebabkan terjadinya kesalahan tersebut. Kesalahan yang dilakukan oleh siswa dianalisis berdasarkan jenis-jenis kesalahan pada prosedur Newman yang terdiri dari (1) kesalahan membaca soal, (2) kesalahan memahami masalah, (3) kesalahan transformasi, (4) kesalahan keterampilan proses dan (5) kesalahan penulisan jawaban. Hasil penelitian menunjukkan bahwa siswa melakukan semua jenis kesalahan tersebut. Faktor penyebabnya adalah siswa tidak mengerti makna simbol, terdapat simbol-simbol tertentu yang tidak dapat dimaknai dengan tepat, lupa cara membaca simbol, lupa rumus yang harus digunakan, terburu-buru saat menuliskan rumus, kurang menguasai materi prasyarat yaitu operasi hitung bentuk aljabar, kurang teliti serta terburu-buru dalam mengerjakan soal.
PENERAPAN METODE DRILL UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA KELAS VIII SMP LENTERA WAY PENGUBUAN PADA TOPIK PERSAMAAN GARIS LURUS [THE IMPLEMENTATION OF THE DRILL METHOD TO INCREASE MATHEMATICAL COMMUNICATION SKILLS OF GRADE 8 STUDENTS IN LINEAR EQUATIONS TOPICS AT SMP LENTERA WAY PANGUBUAN] Primayanti, Grace; Suwu, Selvi Ester; Appulembang, Oce Datu
JOHME: Journal of Holistic Mathematics Education Vol 1, No 2 (2018): June
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v1i2.867

Abstract

Mathematical communication skills are important for students to be able to present strategies to solve questions with the right procedures and principles. Based on observations at Lentera Harapan Way Pengubuan school, it was found that students were not able to write down the strategy to solve statements or questions with clear and complete procedures. Several details were missed and some symbols and equations were inappropriately used. Students were also unable to draw the correct graphics equation. These indicated that students lacked in their mathematical communication skills. Therefore, the researcher implemented the drill method to enhance their mathematical communication skills. The method used was Classroom Action Research (CAR). The research was conducted from July 17, 2017 to October 4, 2017. The subjects of this research were 11 grade 8 students. Instruments used were observation sheet, questionnaire sheet, and rubric. The data gathered were analyzed using descriptive statistics and qualitative descriptive methods. The findings showed an increase in the indicators of students’ mathematical communication skills from the first cycle to the second cycle. Therefore, it could be concluded that the implementation of the drill method could increase students’ mathematical communication skills.BAHASA INDONESIA ABSTRAK: Kemampuan komunikasi matematis pada pembelajaran matematika penting untuk siswa mampu menyajikan strategi sebagai solusi akan pernyataan maupun pertanyaan sesuai dengan prosedur dan prinsip yang benar. Berdasarkan observasi yang dilakukan pada SMP Lentera Way Pengubuan, ditemukan bahwa siswa belum mampu menuliskan strategi penyelesaian suatu pernyataan atau pertanyaan sesuatu prosedur penyelesaian dengan tepat dan lengkap. Selain itu, siswa masih keliru dalam menuliskan persamaan dan simbol dengan tepat dan belum mampu menyajikan representasi visual berupa grafik berdasarkan pernyataan yang ada. Oleh karena itu, peneliti melakukan penelitian yang bertujuan untuk menyelidiki bagaimana implementasi metode drill meningkatkan kemampuan komunikasi matematis siswa. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK). Penelitian dilakukan pada 17 Juli 2017 sampai 04 Oktober 2017. Adapun subjek penelitian adalah siswa kelas VIII SMP Lentera Harapan Way Pengubuan yang berjumlah 11 orang. Instrumen yang digunakan adalah lembar observasi, lembar angket, dan rubrik. Data yang dikumpulkan, dianalisis dengan metode kualitatif dan statistik sederhana secara deskriptif. Hasil penelitian menunjukkan peningkatan setiap indikator kemampuan komunikasi matematis dari siklus satu ke siklus kedua. Berdasarkan penelitian ini, disimpulkan bahwa implementasi langkah-langkah metode drill dapat meningkatkan kemampuan komunikasi matematis siswa pada topik persamaan garis lurus. 
A COMPARISON OF GENDER DIFFERENCES TOWARD MATHEMATICS’ COGNITIVE LEARNING OUTCOMES IN A MIDDLE SCHOOL Avianty, Octaviana; Manogu, Ridwanta; Lestari, Meiva Marthaulina
JOHME: Journal of Holistic Mathematics Education Vol 1, No 2 (2018): June
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v1i2.804

Abstract

This research examined whether there is any difference of performing mathematics in the topic of Indices & Surds on cognitive learning outcomes between female and male students in grade 9. The research method used was causal-comparative, conducted in t-test for independent means to represent the comparison of mathematics’ cognitive learning outcomes between female and male students, with the significance level 5%. There were 113 respondents who were selected using the convenience sampling technique and they consisted of 68 female students and 45 male students. There were two independent means samples that were going to be compared. The instrument used to obtain students’ demographic characteristics of gender and students’ mathematics cognitive learning outcomes in the topic of Indices & Surds was their score list in midterm report card. Based on the result, it was obtained that  1.69 less than  (1.69 < 1.98). Therefore, Ho is accepted, means that there is no mean score differences in mathematics’ cognitive learning outcomes in the topic of Indices & Surds between grade IX female students and grade 9 male students. Thus, the conclusion is that gender as a causal factor in this research gave no difference towards grade 9 students’ cognitive learning outcomes, particularly in mathematics ability in the topic of Indices & Surds in ABC Middle School.BAHASA INDONESIA ABSTRAK: Tujuan dari penelitian ini adalah untuk melihat apakah ada perbedaan nilai rata-rata dari hasil belajar kognitif matematika pada topik pangkat dan akar antara siswa perempuan kelas IX dan siswa laki-laki kelas IX. Metode penelitian yang digunakan adalah kausal-komparatif, dilaksanakan dengan teknik t-test for independent means untuk merepresentasikan perbandingan hasil belajar kognitif matematika antara siswa laki-laki dan siswa perempuan, dengan taraf signifikansi 5%. Terdapat 113 responden yang dipilih dengan teknik convenience sampling; terdiri dari 68 siswa perempuan dan 45 siswa laki-laki, sebagai dua sample rata-rata independen yang akan dibandingkan.  Instrument yang digunakan untuk memperoleh data demografis jenis kelamin siswa dan data hasil belajar kognitif matematika siswa pada topik pangkat dan akar adalah daftar nilai di buku raport tengah semester. Dari hasil penelitian, diperoleh t obt , yaitu 1.69 dimana kurang dari t cv  (1.69<1.98). Ho diterima, yang berarti tidak terdapat perbedaan nilai rata-rata dari hasil belajar kognitif matematika pada topik pangkat dan akar antara siswa perempuan kelas IX dan siswa laki-laki kelas IX. Sehingga, dapat diambil kesimpulan bahwa jenis kelamin sebagai kausal faktor dalam penelitian ini tidak memberikan perbedaan terhadap hasil belajar kognitif siswa kelas IX, khususnya dalam kemampuan matematika pada topik pangkat dan akar di Sekolah Menengah ABC.

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