MES: Journal of Mathematics Education and Science
MES (Journal of Mathematics Education and Science) diterbitkan secara berkala pada bulan April dan Oktober oleh Program Studi Pendidikan Matematika FKIP Universitas Islam Sumatera Utara. Jurnal ini membahas tentang kajian dibidang pendidikan matematika, pembelajaran matematika berbasis ICT dan matematika terapan.
Articles
315 Documents
<![CDATA[PENINGKATAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIK SISWA SMP MELALUI METODE PENEMUAN TERBIMBING BERBANTUAN SOFTWARE GEOGEBRA ]]>
<![CDATA[Annajmi Annajmi]]>
<![CDATA[ MES: Journal of Mathematics Education and Science Vol 2, No 1 (2016) ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (542.687 KB)
|
DOI: 10.30743/mes.v2i1.110
<![CDATA[AbstractThis research is aimed to know: 1) the increasing of student’s understanding concepts mathematics ability as an impact of guided discovery method on learning with Geogebra software, 2) the interaction between learning and early mathematic ability in increasing understanding concepts mathematics ability, and 3) The student’s activities in teaching and learning. This research was a quasy experiment with the sample of this research was 80 students, consisted of VII-1 class with 40 students as an experiment 1 class and VII- class with 40 students as a experiment 2 class. The instruments used consist of understanding concepts ability test and the observation sheets. The data analyzed by using anacova in the SPSS program. Based on the result of this research, it could be concluded that the improvement of student’s understanding concepts mathematics ability through guided discovery method with Geogebra software was better than improvement of student’s understanding concepts mathematics ability without Geogebra software. There was not an interaction between the instructional approach and early mathematic ability to improvement of student’s understanding concepts mathematics ability. Students activity in learning by using guided discovery method with software Geogebra was better than students activity without Geogebra software. Keywordguided discovey, geogebra software, the ability of understanding mathematical concepts]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN PROBING PROMPTING TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA ]]>
<![CDATA[Helma Mustika]]>;
<![CDATA[Lindra Buana]]>
<![CDATA[ MES: Journal of Mathematics Education and Science Vol 2, No 2: April 2017 ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (826.289 KB)
|
DOI: 10.30743/mes.v2i2.128
<![CDATA[Abstract. The purpose of this research is to knows the ability problem solving mathematics students class VIII Junior High School 3 Lirik. Kind of research is Quasi-Experiment with design Randomizel Subjects Posttes Only Control Group Design. The technique removal sample is use Surfeited Sampling. Techniques analysis data’s use normality test, homogeneity test and t-test. Based on result of the hypothesis testing is tarithmetic = 2,081 ttable = 1,997 with level signifikat 0.05. It mean that is H0 reject and Ha accept, this thing means the ability problem solving mathematics students with learning assembling model learning Probing Prompting better than the ability problem solving mathematics students which subject to conventional learning.Keywords: Probing Prompting, Ability Problem SolvingAbstrak. Tujuan penelitian ini adalah untuk mengetahui kemampuan pemecahan masalah matematika siswa kelas VIII di Sekolah Menengah Pertama Negeri 3 Lirik. Jenis penelitian adalah Quasi-Eksperimen dengan desain Randomizel Subjects Posttes Only Control Group Design. Teknik pengambilan sampel yang digunakan adalah sampling jenuh. Teknik analisis data yang digunakan uji normalitas, uji homogenitas dan uji-t. Berdasarkan hasil pengujian hipotesis diperoleh thitung = 2.081 ttabel = 1.997 dengan taraf signifikat 0,05. Artinya H0 ditolak dan Ha diterima, hal ini berarti kemampuan pemecahan masalah matematika siswa dengan penerapan model pembelajaran Probing Prompting lebih baik daripada kemampuan pemecahan masalah matematika siswa yang dikenai pembelajaran konvensional.Kata Kunci: Probing Prompting, Kemampuan Pemecahan Masalah]]>
<![CDATA[PENGEMBANGAN PERANGKAT PEMBELAJARAN BERDASARKAN PEMBELAJARAN BERBASIS MASALAH UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA SMP NEGERI 1 GUNUNG MALELA ]]>
<![CDATA[Christa Voni Roulina Sinaga]]>
<![CDATA[ MES: Journal of Mathematics Education and Science Vol 3, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (998.841 KB)
|
DOI: 10.30743/mes.v3i2.503
<![CDATA[Abstract. The aims of this research is: (1) describe the level of mastery learning and increasing students’ mathematical communication ability with problem-based learning, (2) describe students’ activity during the learing process with problem-based learning, and (3) describe students’ response to the component during problem-based learning. This research is development research. The population of this research are all of students in SMP N 1 Gunung Malela, and the sample chosen is random with VII-3 and VII-4 with 32 students for each class. The instrument used consisted of a test mathematical communication ability of student in description form. The instrumen has been declared eligible validation and had coefisien reability pre-tes and pos-tes 0,81 and 0,62. The results of this research shown that: (1) the level of students’ mastery learning mathematical communication ability in the classical is 87,50% while the increasing of students’ mathematiucal communication abilityin first trial 2,73 increase to 3,05 in the second trial. The most increasing aspect from mathematical communication ability is drawing, (2) students’ activity during learing process with problem based learning has on efektive criteria, and (3) students’ response to the component during problem-based learning has a positive respons. The research suggests to use problem based learning as the alternative way for teacher to increase students mathematical communication abilities. Keywords: Problem Based Learning, and Mathematical Communication Ability ]]>
<![CDATA[PENGARUH PENGGUNAAN MULTIMEDIA POWER POINTT TERHADAP HASIL BELAJAR MAHASISWA PRODI PENDIDIKAN MATEMATIKA FKIP UMSU ]]>
<![CDATA[Surya Wisada Dachi]]>
<![CDATA[ MES: Journal of Mathematics Education and Science Vol 4, No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (760.869 KB)
|
DOI: 10.30743/mes.v4i1.877
<![CDATA[Abstract. The research objectives are: (1) To determine the effect of using multimedia power pointts on student learning processes, (2) Knowing the effect of using multimedia power pointts on student learning outcomes. This type of research is Classroom Action Research (CAR), which is to determine the effect of using multimedia power pointts on student learning outcomes of mathematics education study program FKIP UMSU. The results showed that the influence of multimedia power pointt on learning outcomes was very influential where the results of hypothesis testing obtained tcount of 6.71 while t table of 1.67 at the 5% level of significance (α = 0.05), it turns out tcount t table, then Ho is rejected Ha accepted.Keywords: Multimedia Power pointts and Student Learning Outcomes]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN THINK TALK WRITE (TTW) TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS SISWA ]]>
<![CDATA[Fitri Ramadhani]]>;
<![CDATA[Delima Septiani]]>
<![CDATA[ MES: Journal of Mathematics Education and Science Vol 4, No 2 (2019) ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (791.623 KB)
|
DOI: 10.30743/mes.v4i2.1295
<![CDATA[Abstract. The purpose of this study was to determine the mathematical communication skills of class VII students at Muhammadiyah Middle School in Pasir Penyu. This type of research is a Quasi Experiment with the design of Randomized Subject Posttest-Only Control Group Design. The data analysis technique in this test uses the t-test. Based on the calculation of the hypothesis test shows the significant value of the sample class is 0.003 0.05. Based on these results, H0 is rejected and Ha is accepted. So it can be concluded that the mathematical communication skills of students using the think talk write learning model is better than the mathematical communication skills of students using conventional learning models in class VII in the middle school Muhammadiyah Pasir Penyu.Keywords: Mathematical Communication, Think Talk Write]]>
<![CDATA[PENERAPAN TEORI BELAJAR VAN HIELE PADA MATERI GEOMETRI DI KELAS VIII ]]>
<![CDATA[Beni Junedi]]>
<![CDATA[ MES: Journal of Mathematics Education and Science Vol 3, No 1 (2017) ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (543.539 KB)
|
DOI: 10.30743/mes.v3i1.213
<![CDATA[This article discussed about theory applaying learning according Van Hiele is learning that focus on Geometry. This theory is found that to study Geometry the student have a development to think step by step certain. The steps student cognitive level consist of 1) Visualisation level is introducing level, 2) Analisys level is description level, 3) Abstraction level (deduction informal) is arraged level or relational level, 4) Deduction formal level, and 5) Rigor level is systhematys level. This implementation in the class Van Hiele determine some of learing faces 1) Information is about question answer for introducing the student, 2) Direction method is about the students to know the topic that have been learned by tools with accorate that have prepared the teacher make some observation, 3) Explication is explain a view appear about structure that have observation, 4) Free orientation is how the students faced task more than a way and task open ended and fase and 5) Integration is the students observe review and resume that have learn. Study applying theory Van Hiele more than applying on student activity, because student activity is role important on the procees of learning used study applying theory.]]>
<![CDATA[PENGARUH KEMAMPUAN PEMAHAMAN MATEMATIS DAN SIKAP SISWA TERHADAP KEMAMPUAN PEMECAHAN MASALAH ]]>
<![CDATA[Sinta Dameria Simanjuntak]]>
<![CDATA[ MES: Journal of Mathematics Education and Science Vol 2, No 1 (2016) ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (640.884 KB)
|
DOI: 10.30743/mes.v2i1.119
<![CDATA[AbstractThis research is a descriptive correlative research. The intends of this research is to describe relationships between variables attitude, mathematical understanding ability and problem solving ability of students. The research was conducted in SMP Negeri 4 Medan. The data obtained through the attitude test, mathematical understanding test and problem solving test. The results of this study indicate that there is influence between mathematical understanding with problem-solving ability, there is influence between students attitudes with mathematical understanding, there is influence between students' attitudes with problem-solving ability and there is influence between mathematical understanding and the attitudes of students with problem-solving ability, but the fourth influence is not significant. Taken together, the attitude and ability of mathematical understanding does not affect the problem solving because the regression equation contain multicollinearity. Keywordsmathematical understanding, attitude, problem solving]]>
<![CDATA[PENERAPAN METODE PROBLEM SOLVING DALAM MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH PADA MATA KULIAH ALJABAR DAN TRIGONOMETRI ]]>
<![CDATA[Imelda Imelda]]>
<![CDATA[ MES: Journal of Mathematics Education and Science Vol 3, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (490.858 KB)
|
DOI: 10.30743/mes.v3i2.496
<![CDATA[Abstract. This study is a classroom action research. The purpose of this research is (1) to describe the application of problem solving method in improving mathematics problem solving students of mathematics education program of Catholic University of Santo Thomas North Sumatera and (2) to describe the improvement of mathematics problem solving ability of mathematics education student in Algebra and Trigonometry. The result of this research shows that the result of problem solving test of mathematics cycle I is students who do not have problem solving ability as much as 3 people (30%), while students have math problem solving ability as much as 7 people (70%) and percentage of observation sheet lecturer activity amounted to 70.90%. Based on the result of math problem solving test in cycle 2, there were 1 (10%) students who did not have the ability to solve mathematics problem, while the students who have problem solving ability 9 students (90%) and lecturer activity percentage of 85.50% experienced an increase from cycle I of 6.5%. Based on the results of this acquisition then the group (classical) can be said that students have the ability to solve problems in Algebra and Trigonometry courses and increase problem-solving abilities by 20%. Keywords: problem solving method and problem solving ability.]]>
<![CDATA[EFEKTIVITAS PEMBELAJARAN KOOPERATIF DALAM MENINGKATKAN AKTIVITAS DAN MOTIVASI BELAJAR MAHASISWA PADA MATAKULIAH STATISTIKA ]]>
<![CDATA[Ribka Kariani Br Sembiring]]>
<![CDATA[ MES: Journal of Mathematics Education and Science Vol 4, No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (1056.499 KB)
|
DOI: 10.30743/mes.v4i1.871
<![CDATA[Abstract. This study aims to find out what cooperative learning method is most effective in improving students’ activity and motivation in Statistics subject. This research is a Classroom Action Research (PTK). The subjects of this study are the 5th semester students of PGSD Study Program with total number 35 students. Instruments used consist of: (1) Observation sheet of learning implementation; (2) Observation sheet of students’ activity in learning with assessment on students’ oral activities, visual activities, listening activities, writing activities and emotional activities; (3) Observation sheets of group effectiveness with assessment on the efficiency aspects of problem solving and member participation; (4) Questionnaire of motivation to find out to which extent the learning can improve student's motivation which is seen from the students perception of their satisfaction in learning. The research results show that when PBM learning model is used in cycle 1 and Jigsaw learning model is used in cycle 2, Jigsaw is better than PBM learning model.Keywords: Problem-based learning model, Jigsaw Learning Model, activity and learning motivation.]]>
<![CDATA[UPAYA PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA MELALUI PENERAPAN MODEL PEMBELAJARAN KEPALA BERNOMOR STRUKTUR ]]>
<![CDATA[Helma Mustika]]>;
<![CDATA[Devi Mei Riska]]>
<![CDATA[ MES: Journal of Mathematics Education and Science Vol 4, No 2 (2019) ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (396.048 KB)
|
DOI: 10.30743/mes.v4i2.1290
<![CDATA[Abstract. This study aims to improve students' mathematical problem-solving abilities by applying the learning model with head numbered structure. This type of research is the Class Action Research (CAR). Data collection techniques used were tests and observations. The instruments used were the problem-solving ability test, observation sheet and data analysis techniques using the problem-solving indicator values. Based on the results of the problem-solving ability test that on indicator 1 that fulfills the completeness of learning in the first cycle 63%, and the second cycle 78%. Indicator 2 in cycle I 59%, and cycle 2 70%. Indicator 3 in cycle I as 52% and cycle II is 67%. Indicator 4 in cycle I 48%, and cycle II 63%. So it can be concluded that the students' mathematical problem-solving abilities increase through the application of the learning model with head numbered structure. Key words: Head Number Structure, Problem Solving ]]>
