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JURNAL MathEdu (Mathematic Education Journal)
Published by Institut Pendidikan Tapanuli Selatan
ISSN : 26219832     EISSN : 26219832     DOI : https://doi.org/10.37081/mathedu.v4i1.2282
Core Subject : Education,
Education Mathematics
Ruang lingkup artikel ilmiah yang dapat diterbitkan dalam jurnal ini adalah sebagai berikut: Model Pembelajaran Matematika, Media dan Multimedia Pembelajaran Matematika, Kurikulum dalam Pendidikan Matematika, Penilaian (Assesment) dan Evaluasi dalam Pendidikan Matematika, Pengembangan Profesional Guru Matematika, Etnomatematika dalam Pendidikan dan pengajaran Matematika Desain Didaktis dalam Pendidikan dan pengajaran Matematika Lesson Study dalam Pembelajaran Matematika Matematika Terapan Penelitian Tindakan Kelas Fenomena Pendidikan
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 469 Documents
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PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE GALLERY WALK TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS SISWA SMP NEGERI 8 PADANGSIDIMPUAN Adek Nilasari Harahap
JURNAL MathEdu (Mathematic Education Journal) Vol 4 No 3 (2021): JURNAL MathEdu (Mathematic Education Journal) vol. 4 No. 3 November 2021
Publisher : Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/mathedu.v4i3.3139

Abstract

This study aims to determine (1) the mathematical communication ability of students taught by the gallery walk type cooperative learning model is higher than the mathematical communication skills of students taught by conventional learning models (2) student responses through the application of the gallery walk type cooperative learning model to communication skills. mathematics students of SMP Negeri 8 Padangsidimpuan. The research method used is quasi-experimental. The population of this study were all seventh grade students of SMP Negeri 8 Padangsidimpuan. Sampling using simple random sampling. The sample is class VII-2 as the experimental class and class VII-1 as the control class. Data collection using a mathematical communication ability test sheet.The results showed (1) t_(count )= 3.56 and t_(table )= 1.67 or) t_(count ) > t_(table ) so that it can be concluded that students' mathematical communication skills are taught by cooperative learning model type gallery walk is higher than the mathematical communication ability of students who are taught by conventional learning models. (2) Based on the results of student responses, an average score of 3.55 was obtained so that it can be concluded that student responses through the application of the gallery walk type cooperative learning model to the mathematical communication skills of SMP Negeri 8 Padangsidimpuan students were very positive.
PENGARUH PEMBELAJARAN MATEMATIKA DENGAN MENGGUNAKAN MODEL RECIPROCAL TEACHING TERHADAP KEMAMPUAN BERPIKIR KREATIF MATEMATIKA SISWA MTsS UTAMA NAGASARIBU Sahriani Siregar; Mohd. Arifin; Alvi Sahrin Nasution
JURNAL MathEdu (Mathematic Education Journal) Vol 4 No 3 (2021): JURNAL MathEdu (Mathematic Education Journal) vol. 4 No. 3 November 2021
Publisher : Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/mathedu.v4i3.3140

Abstract

This research is a quasi-experimental research by obtaining relevant information for the problems studied and using objective analysis to obtain valid conclusions. For data collection tools, tests and observations are used. From the results of the pre-test, 34 students have not succeeded in understanding the set material. Meanwhile, 6 students have managed to understand the set material. Judging from the average initial ability of students before the set material was taught, it was 47.38. So the level of student mastery on the set material with conventional learning is very low. After learning with Reciprocal Teaching, it was found that 2 students had not succeeded in understanding the subject of the volume of cubes and blocks. Meanwhile, 38 students have succeeded in understanding the set material. Judging from the average initial ability of students before the application of the Reciprocal Teaching learning model on the set material, that is 47.38 and after making improvements to the learning outcomes, the data obtained is 80.13, then the comparison of students' mastery levels on the set material can be improved, namely the category is good. Based on the results of the study, it can be concluded that there is an increase in students' creative thinking skills who are taught after applying the Reciprocal Teaching learning model to the set material in class VII MTsS Utama Nagasaribu for the 2020-2021 academic year.
PENERAPAN MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN KREATIVITAS DAN HASIL BELAJAR MATEMATIKA SISWA DI KELAS VIII SMP NEGERI 4 BARUMUN Eka Retno Wulandari; Nova Christina Dewi; Haritsah Hammamah Harahap
JURNAL MathEdu (Mathematic Education Journal) Vol 4 No 3 (2021): JURNAL MathEdu (Mathematic Education Journal) vol. 4 No. 3 November 2021
Publisher : Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/mathedu.v4i3.3141

Abstract

Penelitian ini bertujuan antara lain: pertama, mengetahui apakah penerapan Model Problem Based Learning dapat meningkatkan kreativitas dan hasil belajar matematika siswa pada materi pokok persamaan garis lurus di kelas VIII SMP Negeri 4 Barumun. Kedua, mendeskripsikan penerapan Model Problem Based Learning dapat meningkatkan kreativitas dan hasil belajar matematika siswa pada materi pokok persamaan garis lurus di kelas VIII SMP Negeri 4 Barumun. Jenis penelitian ini adalah Penelitian Tindak Kelas (PTK) yang terdiri dari 2 siklus. Subjek penelitian ini adalah kelas VIII-1 yang berjumlah 26 siswa. Hasil penelitian menunjukkan bahwa kreativitas dan hasil belajar matematika siswa dengan menerapkan Model Problem Based Learning pada siklus I diperoleh dengan kategori minimal cukup yaitu sebesar 46,1% dan pada siklus II meningkat menjadi 88,5%. Peningkatan dari siklus I ke siklus II sebesar 42,4%. Dengan indikator pencapaian telah tercapai ≥ 80%. Kemudian untuk hasil observasi aktivitas siswa pada siklus I diperoleh kadar aktivitas siswa sebesar 75,08% “Cukup” pada siklus II 87,27% “Baik”. Peningkatan yang terjadi dari siklus I ke siklus II sebesar 12,19%. Indikator pencapaian telah tercapai ≥ 80%. Sedangkan untuk hasil observasi kemampuan guru pada siklus I dan siklus II diperoleh dengan kategori “Baik”.
PENERAPAN MODEL PEMBELAJARAN THINK PAIR SHARE DALAM UPAYA PENINGKATAN HASIL BELAJAR DAN AKTIVITAS SISWA PADA MATERI PERSAMAAN LINIER SATU VARIABEL Fitriani Fitriani; Yuni Rhamayanti; Adek Nilasari Harahap
JURNAL MathEdu (Mathematic Education Journal) Vol 4 No 3 (2021): JURNAL MathEdu (Mathematic Education Journal) vol. 4 No. 3 November 2021
Publisher : Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/mathedu.v4i3.3142

Abstract

This research is a Classroom Action Research. In this research, learning tools are arranged: Lesson Plans, Teacher's Guidebooks and Student Worksheets. Next, arrange essay test instruments and student observation sheets, before the test instruments are used, they are tested first and the results are used for research instruments. This research was carried out through 2 cycles before being given action, first given a diagnostic test with a minimum category of enough to get 40.91%. Furthermore, given a test of mathematics learning outcomes in the first cycle, it was 77.27 which increased to 86.36 in the second cycle. The percentage of active student activity increased, this was obtained from the average level of student activity in the first cycle of 76% then in the second cycle it rose to 85.28. The teacher's ability to manage learning cycle I and cycle II is included in the "Good" category. Based on these results, this study suggests the application of the Think Pair Share learning model to improve students' mathematics learning outcomes in class VII-3 of SMP Negeri 2 Batahan.
ANALISIS KEMAMPUAN BERFIKIR REFLEKTIF MATEMATIKA DENGAN GAYA BELAJAR VISUAL, AUDIOTORIAL DAN KINESTETIK SISWA KELAS VIIIA SMP NEGERI 2 LINGGABAYU Nurdalilah Nurdalilah
JURNAL MathEdu (Mathematic Education Journal) Vol 4 No 3 (2021): JURNAL MathEdu (Mathematic Education Journal) vol. 4 No. 3 November 2021
Publisher : Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/mathedu.v4i3.3143

Abstract

Reflective thinking is the higher order thinking skills. One effort to optimize this ability is to know the learning style of students. To know it then conducted a research with descriptive qualitative type with the aim to know the students' reflective thinking ability with visual, auditorial, and kinesthetic learning styles. The subject of this research is class VIII A in SMPN 2 Linggabayu which is chosen by purposive Sampling on geometry problem. The results of data analysis show, visual, auditorial and kinesthetic students have not been able to identify the formula or concept used because it does not provide the overall answer. Visual students and kinesthetic students are able to evaluate correctly, clearly, less systematically, but are complete while the auditorial students are able to evaluate them correctly, clearly, systematically, and completely. Visual students and auditorial students give incomplete answers and wrong answers and do not give an analogy while kinesthetic students give complete answers but wrong answers and do not give an analogy. Visual students give incomplete calculations, wrong answers and do not give generalizations with reasons, auditorial students provide correct calculations, the final answer is correct but does not provide generalization with the reasons while kinesthetic students provide correct calculation, the final answer is correct and give generalization with the reasons. The visual student explains in his own subject and the correct answer, the auditorial student explains by explaining it at length and right answers while the kinesthetic student explains with the correct answer. Visual students are able to provide interpretation but not yet complete and correct calculation, the auditorial student has not been able to provide interpretation but the calculation is correct, while the kinesthetic students are able to provide good interpretation with the correct calculation.
UPAYA MENINGKATKAN MINAT BELAJAR SISWA MENGGUNAKAN MEDIA PEMBELAJARAN MATEMATIKA BERBASIS E-LEARNING PADA POKOK BAHASAN TRIGONOMETRI Nur Haminah Hasibuan; Erwina Azizah Hasibuan; Alvi Sahrin Nasution
JURNAL MathEdu (Mathematic Education Journal) Vol 4 No 3 (2021): JURNAL MathEdu (Mathematic Education Journal) vol. 4 No. 3 November 2021
Publisher : Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/mathedu.v4i3.3144

Abstract

Penelitian ini adalah penelitian tindandakan kelas (Classroom Action Research), yaitu merupakan sebuah penelitian yang dilakukan oleh guru dikelasnya sendiri dengan merancang, melaksanakan, dan merefleksikan tindakan secara kolaboratif dan pastisipasif dengan tujuan untuk memperbaiki kinerja sebagai guru sehingga hasil belajar siswa meningkat. Adapun yang menjadi subjek dalam penelitian ini adalah siswa kelas X TkJ 1 SMK N 1 Batang Angkola Tahun Pelajaran 2020/2021 yang terdiri dari 30 orang siswa. Sedangkan objek dari penelitian ini adalah kemampuan meningkatkan hasil bejar siswa dalam menyelesaikan persoalan matematika, meningkatakan minat belajar siswa dan kemampuan guru mengelola pembelajaran melalui media e-learning. Hal ini dilihat dari hasil observasi siswa pada siklus I diperoleh persentase 56,3% dengan kategori “Baik ,selanjutnya persentase observasi siswa siklus II sebesar 75,56% dengan kategori “Sangat Baik”.2)Kemampuan hasil belajar siswa dalam pembelajaran matematika melalui media berbasise-learning siswa kelas X SMK N 1 Batang Angkola pada materi Trigonometri tahun pelajaran 2020/2021. Hal ini dapat ditunjukkan dengan persentase hasil tes belajar siswa matematika yaitu 43% dengan kategori “Cukup” pada siklus I menjadi 86% dengan kategori “Baik” pada siklus II.3)Kemampuan guru dalam mengelola pembelajaran dengan menggunakan metode e-learning pada pokok bahasan Trigonometri di kelas X SMK N 1 Batang Angkola tahun pelajaran 2020/2021. Hal ini dilihat dari hasil observasi kemampuan guru dalam mengelola pembelajaran pada siklus I memperoleh persentase 83.33% dengan kategori “Baik” menjadi 95,83% dengan kategori “Sangat Baik” pada siklus II.
PENERAPAN MODEL PEMBELAJARAN BERBASIS MASALAH DENGAN BLENDED UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA Rahima Safitra Pane; Yuni Rhamayanti; Haritsah Hammamah Harahap
JURNAL MathEdu (Mathematic Education Journal) Vol 4 No 3 (2021): JURNAL MathEdu (Mathematic Education Journal) vol. 4 No. 3 November 2021
Publisher : Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/mathedu.v4i3.3145

Abstract

The type of research used is Classroom Action Research (CAR) using two learning cycles, with the subject of class X-1 SMA Negeri 1 Batangtoru totaling 25 people. While the object of this research is the use of problem-based learning model with Blended to improve students' mathematical problem solving ability. Before the instrument was used, a test trial was conducted to see the validity and reliability of the test. Of the 6 test questions in the first cycle and 6 test questions in the second cycle, 5 test questions in the first cycle were valid (valid) and 5 test questions in the second cycle were valid (valid), and all test questions were reliable with a test reliability coefficient of 0.926 with a level high reliability and has a validation correlation with the moderate category. The average result of the students' mathematical problem solving ability test on the students' mathematical problem solving ability test in the first cycle was 68.80 in the "Enough" category with 64.00% completeness and the percentage of student activity levels was 70.31%. Then continue the activities of the second cycle where the average result of the students' mathematical problem solving ability test in the second cycle is 83.04 in the "Good" category with 92.00% completeness percentage and 89.06% student activity level percentage
PENGARUH MOTIVASI DAN MINAT TERHADAP HASIL BELAJAR MATEMATIKA PADA POKOK BAHASAN PERSAMAAN LINEAR SATU VARIABEL PADA SISWA KELAS VII SMP NEGERI 9 PADANGSIDIMPUAN Yanti Novita Sitompul; Mohd. Arifin; Nurdalilah Nurdalilah
JURNAL MathEdu (Mathematic Education Journal) Vol 4 No 3 (2021): JURNAL MathEdu (Mathematic Education Journal) vol. 4 No. 3 November 2021
Publisher : Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/mathedu.v4i3.3146

Abstract

One thing that must be developed in learning mathematics is students' motivation and interest in learning, because motivation and interest in learning have an important role in determining student success. This study aimed to determine whether there is an effect of student motivation and interest in learning on learning outcomes on the subject of linear equations of one variable. The population in this study were seventh grade students of SMP Negeri 9 Padangsidimpuan, with a total of 8 classes of VII class. In this study, the sample was taken from the population using the Cluster Random Sampling technique, namely the research took the sample based on a predetermined population area. The number of samples is 32 students. The data collection method used in this study is a questionnaire and documentation method. For the final data analysis using multiple Linear Regression. The results of the study obtained that the estimation equation for multiple linear regression for all students was = 39 + 0.79 + 1.02 with a partial correlation coefficient of 0.490, indicating a relationship between student motivation and learning outcomes in mathematics. The positive correlation coefficient value indicates that the relationship between motivation and learning outcomes is unidirectional. Partial correlation coefficient of 0.293, this indicates a relationship between student interest in mathematics learning outcomes. The positive correlation coefficient value indicates that the relationship between interest and learning outcomes is unidirectional. After the partial correlation coefficient was tested for significance, it turned out that both coefficients were significant, meaning that the relationship between student motivation and learning outcomes in mathematics if interest remained significant.
PENGARUH MODEL PEMBELAJATAN GUIDED INQUIRY TERHADAP HASIL BELAJAR SISWA KELAS VIII PADA SPLDV DI PONPES AI-YISIFIYAG Isra Novidayanti Matondang; Yuni Rhamayanti; Puspa Riani Nasution
JURNAL MathEdu (Mathematic Education Journal) Vol 4 No 3 (2021): JURNAL MathEdu (Mathematic Education Journal) vol. 4 No. 3 November 2021
Publisher : Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/mathedu.v4i3.3147

Abstract

One thing that must be considered in learning mathematics is the model or method used in the learning process, because the method has an important role in determining student success. This study aimed to determine whether there is an effect of student motivation and interest in learning on learning outcomes on the subject of linear equations of one variable. The population in this study were students of class VIII Ponpes Al-Yusufiyah, with the number of class VIII as many as 7 classes. In this study, the sample was taken from the population using the Cluster Random Sampling technique, namely the research took the sample based on a predetermined population area. The number of samples is 20 students. The data collection method used in this study is a questionnaire and documentation method. For the final data analysis using Simple Linear Regression. The constant (a) is 36.714, meaning that if the Guided Effect level variable is 0, then the volume variable for learning outcomes is 36,714. The regression coefficient of the Guided Inquiry variable has a positive value of 13.671 indicating that if the learning outcomes increase by 1 (unit), then the way the learning outcomes increase by 13.671 coefficients is positive, meaning that there is a positive relationship between Guided Inquiry and Learning Outcomes.
UPAYA MENINGKATKAN HIGHER ORDER THINKING SKILL (HOTS) SISWA MENGGUNAKAN METODE INQUIRY PADA MATERI BILANGAN BULAT Trinanda Anugrah Tambun; Wirna Arifitriana; Erwina Azizah Hasibuan
JURNAL MathEdu (Mathematic Education Journal) Vol 4 No 3 (2021): JURNAL MathEdu (Mathematic Education Journal) vol. 4 No. 3 November 2021
Publisher : Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/mathedu.v4i3.3164

Abstract

The objectives of this study include: first: To determine the increase in students' HOTS levels using the Inquiry method on the subject of integer operations. Second: To find out the increase in student learning outcomes by using the Inquiry method on the subject of integer operations. Third: To find out the increase in the ability of teachers to manage learning by using the Inquiry method on the subject of integer operations. This type of research is Classroom Action Research (CAR). Which consists of 2 cycles. The subject of this research is class V SDN No. 200205 South Padangsidimpuan, totaling 20 students. The object of this research is the application of the Inquiry learning model, which aims to improve students' mathematical problem solving abilities. The results showed that the ability of student learning outcomes in learning mathematics through the Inquiry method with the percentage of student learning test results in mathematics, namely 40% with the "Enough" category in the first cycle to 85% with the "Good" category in the second cycle. Meanwhile, the results of the observation of the teacher's ability in the first cycle obtained a score of 79% in the "Good Enough" category to 86% with the "Good" category in the second cycle.

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