JURNAL MathEdu (Mathematic Education Journal)
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
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456 Documents
<![CDATA[EFEKTIVITAS MODEL KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION TERHADAP KEMAMPUAN PENALARAN MATEMATIS SISWA ]]>
<![CDATA[Dorima Batubara]]>
<![CDATA[ JURNAL MathEdu (Mathematic Education Journal) Vol 2 No 3 (2019): JURNAL MathEdu (Mathematic Education Journal) Vol. 2 No. 3 November 2019 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan ]]>
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<![CDATA[Abstrak Penelitian ini bertujuan untuk mengetahui efektivitas belajar penggunaan model Kooperatife Tipe Team Assisted Individualization (TAI) terhadap kemampuan penalaran siswa dalam pembelajaran matematika pada siswa kelas X SMK Negeri 1 Batang Angkola yang berjumlah 35 orang, metode pengumpulan data yang digunakan adalah tes dan angket. Hasil yang diperoleh dari penelitian ini adalah penggunaan model Team Assisted Individualization (TAI) kelas X SMK Negeri 1 Batang Angkola memiliki nilai 3,48 termasuk dalam kategori “sangat baik”. Sebelum menggunakan model Team Assisted Individualization (TAI) siswa memiliki kemampuan penalaran dengan rata-rata nilai 51,71 berada pada kategori “Kurang Baik”, sedangkan kemampuan penalaran yang dimiliki siswa sesudah penggunaan model Team Assisted Individualization (TAI) memiliki nilai rata-rata nilai 90 berada pada kategori “Sangat Baik”, sehingga dapat disimpulkan model Team Assisted Individualization (TAI) efektif terhadap kemampuan penalaran siswa kelas X SMK Negeri 1 Batang Angkola. Dilihat dari tabel Paired Sample Test Hipotesis Alternatif (Ha) yang ditegakkan diterima yaitu diperoleh nilai yang signifikan 0,000 < 0,05 artinya hipotesis alternative yang dirumuskan dalam penelitian ini diterima kebenarannya sehingga disimpulkan, “efektifnya penggunaan model Team Assisted Individualization (TAI) untuk meningkatkan kemampuan penalaran matematis siswa di kelas X SMK Negeri 1 Batang Angkola”. Kata Kunci: Efektivitas, Model TAI, Kemampuan penalaran matematis]]>
<![CDATA[EFEKTIVITAS MODEL PEMBELAJARAN STUDENTS FACILITATOR AND EXPLAINING (SFE) TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS SISWA SMK NEGERI 1 BATANG ANGKOLA ]]>
<![CDATA[Rina Rangkuti]]>
<![CDATA[ JURNAL MathEdu (Mathematic Education Journal) Vol 2 No 3 (2019): JURNAL MathEdu (Mathematic Education Journal) Vol. 2 No. 3 November 2019 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan ]]>
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<![CDATA[ABSTRACT The aimof this studyis to describe the effectiveness of using SFE learning model on students’ mathematical communication ability on the topic two- variables linier equation system at the tenth grade students of SMK Negeri 1 Batang Angkola. This research was conducted by applying experimental (one group pre test post test design) with 32 students as the sample and they were taken by using simple random sampling technique from 135 students.Observation and test were used in collecting the data. Based on descriptive analysis, it was found: (a) the average of using SFE learning model was 2.43 (good category) and (b) the average of students’ mathematical communication ability on the topic two- variables linier equation system before using SFE learning model was 38.80 (poor category) and after using SFE learning model was 81.87 ( very good category). Furthermore, by using pair sample ttest and N-Gain, the result showed the significant value was less than 0.05 (0.000<0.05 and g= 0.70 (middle category). It means, SFE learning model was effective used on students’ mathematical communication ability on the topic two- variables linier equation system at the tenth grade students of SMK Negeri 1 Batang Angkola. Keywords: effectiveness, SFE learning model, communication ability]]>
<![CDATA[EFETIVITAS MODEL PEMBELAJARAN FLIPPED CLASSROOM TERHADAP KEMAMPUANPENALARAN MATEMATIS SISWA ]]>
<![CDATA[Sylvana Dewi Nasution]]>;
<![CDATA[Muhammad Syahril Harahap]]>
<![CDATA[ JURNAL MathEdu (Mathematic Education Journal) Vol 2 No 3 (2019): JURNAL MathEdu (Mathematic Education Journal) Vol. 2 No. 3 November 2019 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan ]]>
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<![CDATA[EFEKTIVITAS KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA MELALUI PENGGUNAAN MODEL PEMBELAJARAN SAVIKELAS VIII MTS. S ISLAMIYAH NAPARBARBARAN ]]>
<![CDATA[Lenika Syarah Harahap]]>;
<![CDATA[Yulia Pratiwi Siregar]]>;
<![CDATA[Rahmad Fauzi]]>
<![CDATA[ JURNAL MathEdu (Mathematic Education Journal) Vol 2 No 3 (2019): JURNAL MathEdu (Mathematic Education Journal) Vol. 2 No. 3 November 2019 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan ]]>
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<![CDATA[Penelitian ini bertujuan untuk mengetahui apakah penggunaan model pembelajaran SAVIefektif terhadap kemampuan pemecahan masalah matematika siswa kelas VIII MTs. S Islamiyah Napabarbaran.Waktu penelitian yang dilakukan selama 3 bulan mulai dari bulan Februari sampai bulan April 2019.Jenis metode penelitian yang digunakan adalah eksperimen.Populasi penelitian merupakan seluruh siswa kelas VIII MTs. S Islamiyah Napabarbaranyang terdiri dari 4 kelas pararel dan jumlah 80 orang.Teknik pengambilan sampel adalah random sampling dimana pengambilan sampel dilakukan di kelas VIII-3 yang berjumlah 20 orang.Teknik pengumpulan data yang digunakan observasi dan tes.Berdasarkan perhitungan penggunaan model pembelajaran SAVI yang ditetapkan peneliti diperoleh nilai rata-rata 90 masuk kategori “Sangat Baik”. Kemampuan pemecahan masalah matematika sebelum menggunakan model pembelajaran SAVIsiswa kelas VIII MTs. S Islamiyah Napabarbarandiperoleh nilai rata-rata 76,88 berada pada kategori “Baik” sedangkan kemampuan pemecahan masalah matematika sesudah menggunakan model pembelajaran SAVIsiswa kelas VIII MTs. S Islamiyah Napabarbarandiperoleh nilai rata-rata 86,88 berada pada kategori “Sangat Baik”. Berdasarkan uji t-tes diketahui nilai signifikan levene’s test for equality of variances adalah sebesar 0.611 > 0.05, maka dapat diartikan bahwa varians data antara prettest dengan posttest adalah homogen atau sama. Sedangkan output independent samples test pada bagian equal variances assumed diketahui nilai signifikan (2-tailed) sebesar 0.00 < 0.05, maka sebagaimana dasar pengambilan keputusan dalam uji independen sample t- tes dapat disimpulkan bahwa H0 ditolak dan Ha diterima. Dengan demikian dapat disimpulkan bahwa ada perbedaan yang signifikan (nyata) antararata-rata hasil belajar siswa pada prettest dan posttest.]]>
<![CDATA[EFEKTIVITAS MODEL PEMBELAJARAN SCRAMBLE TERHADAP KEMAMPUAN BERPIKIR KRITIS MATEMATIS SISWA DI SMP NEGERI 2 PANDAN ]]>
<![CDATA[Wiwin Manalu]]>;
<![CDATA[Eva Yanti Siregar]]>
<![CDATA[ JURNAL MathEdu (Mathematic Education Journal) Vol 2 No 02 (2019): Vol. 02 No. 02 Juli 2019 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan ]]>
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<![CDATA[The purpose of this study is to illustrate the effectiveness of the use of the Scramble learning model on the ability of critical student mathematics in eighth grade students in SMP Negeri 2 Pandan. The research was conducted by implementing experiments (one group pretest posttest design) with 34 students as samples and they were taken using a random sampling cluster technique of 204 students. Observations and tests are used in collecting data. Based on a descriptive analysis, it was found: (a) The average use of the Scramble learning model was 3.7 (a very good category) and (b) the average student's critical thinking ability before using the Scramble learning model was 51.23 (category And after using the Scramble learning model is 85.52 (good category). Furthermore, by using a pair of ttest samples and helping SPSS version 22, the results showed a significant value of less than 0.05 (0.000 < 0.05). That is, the learning model of Scramble is effectively used in students ' critical thinking skills in class VIII SMP Negeri 2 Pandan.]]>
<![CDATA[EFEKTIVITAS PENGGUNAAN STRATEGI PEMBELAJARAN EKSPOSITORI BERBANTUAN MACROMEDIA FLASH 8 TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA SMA N 1 PANYABUNGAN UTARA ]]>
<![CDATA[rizkiani ani]]>;
<![CDATA[Marzuki Ahmad]]>;
<![CDATA[Januardi Rosyidi Lubis]]>
<![CDATA[ JURNAL MathEdu (Mathematic Education Journal) Vol 2 No 3 (2019): JURNAL MathEdu (Mathematic Education Journal) Vol. 2 No. 3 November 2019 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan ]]>
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<![CDATA[ABSTRACT The aim of this study is to describe the effectiveness using expository strategy by helping macromedia flash 8 on students’ mathematical problem solving ability on topic of opportunity at the eleventh grade students of SMA Negeri 1Panyabungan Utara. This research was conducted by applying experimental (one group pre test post test design) with 24 students as the sample and they were taken by using cluster sampling technique from 49 students. Observation and test were used in collecting the data. Based on descriptive analysis, it was found: (a) the average of using expository strategy by helping macromedia flash 8 was 3.6 (very good category), (b) the average of students’ mathematical problem solving ability on topic of opportunity before using expository strategy by helping macromedia flash 8 was 53.12 (fair category) and after using expository strategy by helping macromedia flash 8 was 74.50 (good category) and (c) classical completeness showed 75% (effective category). It means, using expository strategy by helping macromedia flash 8 is effective on students’ mathematical problem solving ability on the topic opportunity at the eleventh grade students of SMA Negeri 1Panyabungan Utara. Keywords: effectiveness, strategy, expository, macromedia flash 8, problem solving]]>
<![CDATA[EFEKTIVITAS PENDEKATAN PENDIDIKAN MATEMATIKA REALISTIK TERHADAP KEMAMPUAN BERPIKIR KREATIF MATEMATIS SISWA DI SMA NEGERI 1 PORTIBI ]]>
<![CDATA[Rizki Alamsyah Harahap]]>;
<![CDATA[Anni Holila]]>;
<![CDATA[Marzuki Ahmad]]>
<![CDATA[ JURNAL MathEdu (Mathematic Education Journal) Vol 2 No 3 (2019): JURNAL MathEdu (Mathematic Education Journal) Vol. 2 No. 3 November 2019 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan ]]>
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<![CDATA[Abstract Penelitian ini bertujuan untuk mengetahui tentang efektivitas Pendekatan Pendidikan Matematika Realistik terhadap Kemampuan Berpikir Kreatif Matematis Siswa di SMA Negeri 1 Portibi. Mengajarkan dan mengembangkan kemampuan berpikir kreatif matematis siswa sangatlah penting dan jangan dianggap hal sepele. Jenis penelitian eksperimen, dengan populasi seluruh siswa kelas X sebanyak 142 orang. Sampel penelitian ini yaitu siswa kelas X IPA-3 berjumlah 24 orang dengan menggunakan tekhnik Cluster Random Sampling. Pengumpulan data menggunakan observasi dan tes yang sebelumnya sudah divalidasi. Hasil penelitian menunjukkan gambaran tentang pendekatan pendidikan matematika realistik dengan nilai rata-rata 3,56 dengan kategori “Sangat Baik”. Gambaran kemampuan berpikir kreatif matematis siswa sebelum menerapkan pendekatan pendidikan matematika realistik diperoleh nilai rata-rata 59,23 dengan kategori Kurang”. Sedangkan untuk kemampuan berpikir kreatif matematis siswa sesudah menerapkan pendekatan pendidikan matematika realistik diperoleh nilai rata-rata 83,47 dengan kategori “Sangat Baik”, dengan kata lain terjadi peningkatan penerapan pendidikan matematika realistik terhadap kemampuan berpikir kreatif matematis siswa. Artinya, “Pendekatan pendidikan matematika realistik efektif dalam meningkatkan kemampuan berpikir kreatif matematis siswa di SMA Negeri 1 Portibi”. Kata-kata kunci: Pendekatan Pendidikan Matematika Realistik dan Kemampuan Berpikir Kreatif Matematis siswa]]>
<![CDATA[EFEKTIVITAS PENERAPAN PENDIDIKAN MATEMATIKA REALISTIK TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA SMK NEGERI 1 BATANG ANGKOLA ]]>
<![CDATA[Fatimah Siregar]]>;
<![CDATA[Eva Yanti Siregar]]>;
<![CDATA[Marzuki Ahmad]]>
<![CDATA[ JURNAL MathEdu (Mathematic Education Journal) Vol 3 No 1 (2020): JURNAL MathEdu (Mathematic Education Journal) Vol. 3 No. 1 Maret 2020 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan ]]>
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<![CDATA[abstract The aims of this study is to describe the effectiveness of using Realistic Mathematical Education (RME) approach on students’ mathematical problem solving ability on the topic of the system of linier equation two variables at the tenth grade students of SMK Negeri 1Batang Angkola. This research was conducted by applying experimental method with 30 students as the sample and they were taken by using simple random sample technique from 130 students. Test and observation were used in collecting the data. Based on descriptive analysis, it was found (a) the average of using RME approach was 2.8 (good category) and (b) the average of students’ mathematic problem solving ability on the topic of the system of linier equation two variables before using RME approach was 49.9 (poor category) and after using RME approach was 85.9 (very good category). Furthermore, by using pair sample ttest and help SPSS version 17, the result showed the significant value was less than 0.05 (0.000<0.05). It means, RME approach was effective used on students’ mathematic problem solving ability on the topic of the system of linier equation two variables at the tenth grade students of SMK Negeri 1Batang Angkola. Keywords: RME approach, mathematical problem solving ability, the system of linier equation two variables]]>
<![CDATA[EFEKTIVITAS MODEL PEMBELAJARAN EXPLICIT INSTRUCTION (PENGAJARAN LANGSUNG) TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS SISWA DISMKS PANCADHARMA PADANGSIDIMPUAN ]]>
<![CDATA[Try Hayati Siregar]]>
<![CDATA[ JURNAL MathEdu (Mathematic Education Journal) Vol 2 No 3 (2019): JURNAL MathEdu (Mathematic Education Journal) Vol. 2 No. 3 November 2019 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan ]]>
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<![CDATA[ABSTRACT The aim of this study is to describe of using explicit instruction model on students’ mathematical communication ability on the topic of statistics at the eleventh grade students of SMKS Pancadharma Padangsidimpuan. This research was conducted by applying experimental (one group pre test post test design) with 30 students as the sample and they were taken by using cluster sampling technique from 59 students. Observation and test were used in collecting the data. Based on descriptive analysis, it was found: (a) the average of using explicit instruction model was 3.40 (very good category) and (b) the average of students’ mathematical communication ability on the topic of statistics before using explicit instruction model was 58.90 (fair category) and after using explicit instruction model was 82.10 (very good category). Furthermore, by using pair sample ttest (SPSS V22) and N-Gain, the result showed the significant value was less than 0.05 (0.000<0.05) and g= 0.64 (middle category). It means, explicit instruction model was effective used on students’ mathematical communication ability on the topic of statistics at the eleventh grade students of SMKS Pancadharma Padangsidimpuan. Keywords: explicit instruction model, mathematical communication ability]]>
<![CDATA[EFEKTIVITAS PENGGUNAAN MODEL PEMBELAJARAN RECIPROCAL TEACHING TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS SISWA ]]>
<![CDATA[Seri Madona Siregar]]>;
<![CDATA[Eva Yanti Siregar]]>;
<![CDATA[Sinar Depi Harahap]]>
<![CDATA[ JURNAL MathEdu (Mathematic Education Journal) Vol 3 No 1 (2020): JURNAL MathEdu (Mathematic Education Journal) Vol. 3 No. 1 Maret 2020 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan ]]>
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<![CDATA[Abstract This study aims to know whether there is the effectiveness of using Reciprocal Teaching learning model on students’ mathematical communication ability on the topic solid figure at the eighth grade students of MTs. Al-Mukhtariyah Sunagi Dua Portibi. The research was conducted by applying experimental method (one group pretest post test design) with 30 students as the sample and they were taken by using simple random sampling technique from 130 students. Observation and test were used in collecting the data. Based on descriptive analysis, it could be found (a) the average of using reciprocal teaching learning model was 3.00 (good category) and (b) the average of students’ solid figure achievement before using reciprocal teaching learning model was 52.38 (fair category) and after using reciprocal teaching learning model was 83.33 (very good category). Furthermore, based on inferential statistic by using pair sample ttest (SPSS 22), the result showed significant value was less than 0.05(0.000<0.05). It means reciprocal teaching learning model was effective used on students’ mathematical communication ability on the topic solid figure at the eighth grade students of MTs. Al-Mukhtariyah Sunagi Dua Portibi. Keywords: reciprocal teaching learning model, students’ mathematical communication ability]]>
